Literaturnachweis - Detailanzeige
Autor/inn/en | Isaacson, Kristi J.; Betz-Cahill, Christina |
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Titel | Division without Duress Yields High Levels of Success |
Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 5, S.341-348 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0025-5769 |
Schlagwörter | Division; Mathematics Instruction; Teaching Methods; Grade 4; Elementary School Students; Standards; Learning Experience; Influence of Technology; Self Concept; Mathematics Skills; Thinking Skills; Validity; Mathematical Logic; Student Attitudes; Personal Autonomy Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Standard; Lernerfahrung; Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Gültigkeit; Mathematical logics; Mathematische Logik; Schülerverhalten; Individuelle Autonomie |
Abstract | Explore the impact technology has on mathematical identity and agency when students use mathematical action technology to engage in cycles of proof and support case-based reasoning. This article showcases a mathematics task used in a fourth-grade class that allowed students to develop their conceptual understanding of division. The authors designed this mathematical challenge to address the content standard and create a learning experience during which all students meet the following objectives: (a) make conjectures about relationships among the divisor, dividend, and quotient; and (b) explain and justify their conjectures. (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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |