Making Imaginary Roots Real

Autor/in	Murray, Natasha T. K.
Titel	Making Imaginary Roots Real
Quelle	In: Mathematics Teacher, 112 (2018) 1, S.28-33 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematical Concepts; Number Concepts; Algebra; Mathematics Instruction; Comprehension; Prior Learning; Introductory Courses; Equations (Mathematics); Computation + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Vorkenntnisse; Einführungskurs; Equations; Mathematics; Gleichungslehre
Abstract	How can we make sense of what we learned today?" This is a question the author commonly poses to her algebra students in an effort to have them think about the connections between the new concept they are learning and concepts they have previously learned. For students who have a strong, expansive understanding of previously learned topics, determining how to "make sense" of new concepts may be relatively straightforward. However, for students who have limited understanding of foundational concepts, "making sense" of new material may not be as simple. As teachers support students along their path of sense making, it is critical to consider that the extent to which students are able to make sense is related to the extent to which they can connect their learning with their "existing knowledge." Therefore, as students grapple with making sense of new knowledge, it is important that they fortify their foundational knowledge that will serve as their "existing knowledge" on which they can build new understanding. In this article, the author shares the journey of some of her entry-level algebra students as they sought to "make sense" of imaginary zeros through their existing knowledge of real zeros. (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