Reasoning and Sense Making Begins with the Teacher

Autor/inn/en	Keazer, Lindsay M.; Menon, Rahul S.
Titel	Reasoning and Sense Making Begins with the Teacher
Quelle	In: Mathematics Teacher, 109 (2015) 5, S.342-349 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Mathematical Logic; Teacher Collaboration; Action Research; Data Collection; Teacher Role; High Schools; Secondary School Teachers; Teacher Influence; Logical Thinking; Classroom Environment; Algebra; Geometry + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematical logics; Mathematische Logik; Lehrerkooperation; Projektforschung; Data capture; Datensammlung; Lehrerrolle; High school; Oberschule; Klassenklima; Unterrichtsklima; Geometrie
Abstract	This article argues that the practices of reasoning and sense making are critical for developing students' mathematical literacy. Seven mathematics teachers collaborated throughout a school year to discuss the ideas proposed in Reasoning and Sense Making (NCTM 2009) and put them into practice through action research. Conducting action research, with cycles of experimentation and reflection, helps teachers align their practice with their vision. Co-author Keazer was the facilitator of the teacher group, and co-author Menon was an active veteran teacher. This article offers examples from Mr. Menon's classroom and describes how he generated a culture of reasoning and sense making, drawing on data collected throughout the collaboration. Making any pedagogical changes is not reducible to prescriptive steps. By sharing examples and strategies, however, it is the hope that Mr. Menon's story will empower other teachers to experiment with similar actions. (A bibliography is included.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01