Attending to Precision with Secret Messages

Autor/inn/en	Starling, Courtney; Whitacre, Ian
Titel	Attending to Precision with Secret Messages
Quelle	In: Mathematics Teaching in the Middle School, 22 (2016) 4, S.208-215 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Education; Equations (Mathematics); Class Activities; Demonstrations (Educational); Classroom Communication; Creativity; Feedback (Response); Educational Games; Numbers; Teaching Methods; Elementary School Science; Symbols (Mathematics); Word Problems (Mathematics); Ambiguity (Semantics) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematische Bildung; Equations; Mathematics; Gleichungslehre; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Klassengespräch; Kreativität; Educational game; Lernspiel; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Textaufgabe
Abstract	Mathematics is a language that is characterized by words and symbols that have precise definitions. Many opportunities exist for miscommunication in mathematics if the words and symbols are interpreted incorrectly or used in imprecise ways. In fact, it is found that imprecision is a common source of mathematical disagreements and misunderstandings between students, as well as between students and teacher. To help students learn to communicate more precisely, the authors devised an activity called a Communication Game that involved relating trips along a number line to arithmetic equations. A key feature of this game is that it places students in situations that require precise communication with their classmates. Students find out for themselves how successfully they communicated, and they give feedback to their peers to help them communicate more precisely in the future. Communication Games, more broadly, can be incorporated in different mathematical domains. (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-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01