Literaturnachweis - Detailanzeige
| Autor/inn/en | Bishop, Jessica Pierson; Lamb, Lisa L.; Whitacre, Ian; Philipp, Randolph A.; Schappelle, Bonnie P. |
|---|---|
| Titel | Beyond the Sign Rules |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 3, S.202-210 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Thinking Skills; Problem Solving; Mathematics Instruction; Logical Thinking; Computation; Video Technology; Teaching Methods; Kindergarten; Elementary School Students; Secondary School Students; Numbers; Arithmetic |
| Abstract | In this article, the authors share frameworks for problem types and students' reasoning about integers. The authors found that all ways of reasoning (WoRs) were used across grade levels and that specific problem types tended to evoke particular WoRs. Specifically, students were more likely to use analogy-based reasoning on all-negatives problems than on other problem types, order-based reasoning on change-positive problems, and emergent reasoning on counterintuitive problems. Formal reasoning and computational reasoning did not follow any distinct patterns in the data. The videos themselves reflect these relationships: All but one problem in the videos illustrating analogy-based reasoning are all-negatives problems; all problems illustrating order-based reasoning are change-positive problems; and all problems illustrating emergent reasoning are counterintuitive. Although the authors presented these frameworks separately, they suggest that teachers integrate problem types and WoRs in their instruction. (ERIC). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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