Making Sense of Logarithms as Counting Divisions

Autor/in	Weber, Christof
Titel	Making Sense of Logarithms as Counting Divisions
Quelle	In: Mathematics Teacher, 112 (2019) 5, S.374-380 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Teaching Methods; Difficulty Level; Numbers; Pedagogical Content Knowledge; Division; Mathematical Concepts; Class Activities + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Zahlenraum; Pädagogische Kompetenz
Abstract	Students' difficulties understanding the meaning of logarithms could stem in part from differences between teachers' and students' views of them. The purpose of this article is to unpack some specialized content knowledge for teaching logarithms. The author discusses the history of logarithms to show why they can be understood as repeated division, just as division can be understood as repeated subtraction. Teachers can make logarithms meaningful for students by beginning with this conceptualization, as it refers not to exponents, but to a more accessible concept--division. Classroom activities to introduce logarithms are presented. (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: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01