Taking It to the Next Level: Students Using Inductive Reasoning

Autor/inn/en	Murawska, Jaclyn M.; Zollman, Alan
Titel	Taking It to the Next Level: Students Using Inductive Reasoning
Quelle	In: Mathematics Teaching in the Middle School, 20 (2015) 7, S.416-422 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Middle School Students; Mathematical Logic; Educational Technology; Mathematical Concepts; Concept Formation; Mathematics Teachers; Teaching Methods; Thinking Skills; Logical Thinking; Inquiry; Individualized Instruction; Pedagogical Content Knowledge; Misconceptions; Generalization; State Standards + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Unterrichtsmedien; Concept learning; Begriffsbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Individualisierender Unterricht; Pädagogische Kompetenz; Missverständnis
Abstract	Although discussions about inductive reasoning can be traced back thousands of years (Fitelson 2011), the implementation of the Standards for Mathematical Practice (SMP) within the Common Core State Standards (CCSSI 2010) is generating renewed attention to how students learn mathematics. The third SMP, "Construct viable arguments and critique the reasoning of others" (CCSSI 2010, p. 6), explicitly calls for mathematically proficient students to be able to reason inductively and be able to judge the validity of their conclusions. NCTM (2000, p. 16) also emphasizes that middle school students should be "proficient in using inductive and deductive reasoning appropriately." The development of these reasoning skills can help promote students' conceptual understanding, linking conceptual knowledge and procedural knowledge (Hiebert and Lefevre 1996; NCTM 2000). Hence, to align with national standards and promote conceptual understanding, middle school mathematics educators should provide ample opportunities for students to engage in inductive reasoning activities that can build to deductive reasoning. The series of tasks proposed in this article encourages students to reason inductively and uses problem solving with multiple representations, supported by current mathematics education standards (CCSSI 2010; NCTM 2000). Because the tasks are undergirded by science education inquiry, these tasks support recent STEM literacy initiatives, as well (Zollman 2012). (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	2020/1/01