Literaturnachweis - Detailanzeige
| Autor/in | Ruttenberg-Rozen, Robyn |
|---|---|
| Titel | A Wonder-Full Task Leads to a Wonder-Full Intervention |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 113 (2020) 6, S.474-479 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Intervention; Mathematics Instruction; Teaching Methods; Task Analysis; Attention Deficit Hyperactivity Disorder; Clinical Diagnosis; Thinking Skills; Concept Formation; Problem Solving; Grade 6; Questioning Techniques; Mathematical Concepts |
| Abstract | Mathematical paradoxes often produce awe and wonder in the mathematics classroom. In this classroom episode, I share a paradoxical task, based on Simpson's Paradox, and its power as an intervention for a child diagnosed with ADHD. The Paradox leveraged his strengths to help him build understandings in proportional reasoning. (As Provided). |
| 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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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