Literaturnachweis - Detailanzeige
| Autor/inn/en | Stephan, Michelle; Smith, Jennifer |
|---|---|
| Titel | Using Disagreement to Get Students Talking |
| Quelle | In: Mathematics Teaching in the Middle School, 24 (2019) 5, S.274-280 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1072-0839 |
| Schlagwörter | Mathematics Instruction; Mathematics Teachers; Middle School Teachers; Middle School Mathematics; Middle School Students; Grade 7; Learner Engagement; Discussion (Teaching Technique); Thinking Skills |
| Abstract | Engaging in argumentation can lead to an increase in the development of critical-thinking skills, not to mention academic achievement, emotional maturity, and academic and communication skills. If argumentation is such an effective format for developing rigorous academic ideas, how might it be used in discussion-oriented classrooms to engage students more deeply in mathematics content? Can it provide equitable access to mathematics and engage all students? In this article, the authors explore these two questions by presenting examples from their seventh-grade inclusion classroom in which they used argumentation to motivate struggling learners to engage more deeply in the content and in classroom discussions. (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 |
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