Developing Mathematical Habits of Mind

Autor/inn/en	Mark, June; Cuoco, Al; Goldenberg, E. Paul; Sword, Sarah
Titel	Developing Mathematical Habits of Mind
Quelle	In: Mathematics Teaching in the Middle School, 15 (2010) 9, S.505-509 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Calculus; Arithmetic; Algebra; Mathematics Instruction; Mathematical Logic; Thinking Skills; Middle School Students; Secondary School Mathematics; Mathematical Concepts; Teaching Methods; Computation + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	"Mathematical habits of mind" include reasoning by continuity, looking at extreme cases, performing thought experiments, and using abstraction that mathematicians use in their work. Current recommendations emphasize the critical nature of developing these habits of mind: "Once this kind of thinking is established, students can apply it in the context of geometry, trigonometry, calculus, data and statistics, or other advanced courses" ("Achieve" 2008, p4). The authors argue that developing mathematical habits of mind in the middle grades is essential for students who are making the critical transition from arithmetic to algebra. These habits can also build on students' early algebraic thinking and help them move toward a more formal investigation of algebraic ideas typically found in an eighth-grade or ninth-grade algebra course. The authors present examples illustrating two particularly powerful mathematical habits of mind that focus on the critical transition from arithmetic to algebra. These habits take advantage of students' natural inclinations to find patterns and describe those patterns with language. The middle grades are an especially good time developmentally to build these skills. (Contains 1 figure.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10