Mission Impossible: How Do We Know?

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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