Literaturnachweis - Detailanzeige
Autor/in | Viro, Julia |
---|---|
Titel | Mission Impossible: How Do We Know? |
Quelle | In: Mathematics Teacher, 108 (2014) 1, S.47-51 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0025-5769 |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Mathematical Concepts; Validity; Mathematical Logic; Teaching Methods; Problem Solving; Geometric Concepts; High Schools; Secondary School Mathematics Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Gültigkeit; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Elementare Geometrie; High school; Oberschule |
Abstract | Constructing viable arguments and reasoning abstractly is an essential part of the Common Core State Standards for Mathematics (CCSSI 2010). This article discusses the scenarios in which a mathematical task is impossible to accomplish, as well as how to approach impossible scenarios in the classroom. The concept of proof is introduced as the primary tool to handle such situations. (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 |