Literaturnachweis - Detailanzeige
| Autor/inn/en | Cordero-Siy, Eric; Ghousseini, Hala |
|---|---|
| Titel | Supporting Understanding Using Representations |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 6, S.394-403 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Mathematics Education; Mathematics Instruction; Teaching Methods; Mathematical Concepts; Problem Solving; Mathematics Teachers; Teacher Role; Secondary School Mathematics; Multiplication |
| Abstract | Representations are used throughout school mathematics for students to both think through a problem and communicate their ideas. Students also often come to mathematics class with a repertoire of representations. This article presents the ideas of different and multiple representations with conceptual connections as their underlying distinguishing feature. The authors demonstrate how certain practices can imbue representations with deep mathematical ideas. When students use different representations, they draw on different mathematical concepts, and the teacher's role is in deepening students understanding of the underlying meanings. Teachers enactment of the practices serves to focus discussions on these underlying mathematical concepts. In turn, students can imbue different representations with coherence across concepts, thus turning disjointed representations into multiple representations. (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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