Rate Problems: Thinking across the Curriculum

Autor/inn/en	Kimani, Patrick; Engelke, Nicole
Titel	Rate Problems: Thinking across the Curriculum
Quelle	In: Mathematics Teacher, 106 (2012) 5, S.370-377 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Problem Solving; Mathematics Instruction; Mathematical Concepts; Concept Formation; Teaching Methods; Algebra; Secondary School Mathematics; Mathematical Logic; Graphs + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Grafische Darstellung
Abstract	An important concept in mathematics, yet one that is often elusive for students, is the concept of rate. For many real-life situations--those involving work, distance and speed, interest, and density--reasoning by using rate can be an efficient strategy for problem solving. Students struggle with the concept of rate, despite the many possible applications. This article presents an alternative approach to rate problems and shows some connections between these problems and concepts taught in higher-level mathematics. An approach that makes use of functions provides students with a more robust understanding of mathematics, particularly because this approach facilitates multiple solution paths to the same problem. (Contains 10 figures.) (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