Visible Thinking in High School Mathematics

Autor/in	Sliman, Emily
Titel	Visible Thinking in High School Mathematics
Quelle	In: Mathematics Teacher, 106 (2013) 7, S.502-507 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; High Schools; Secondary School Mathematics; Cognitive Processes; Thinking Skills; Mathematics Teachers; Mathematical Concepts; Skill Development; Discussion (Teaching Technique); Visual Aids; Questioning Techniques; Graphs + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; Oberschule; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Anschauungsmaterial; Befragungstechnik; Fragetechnik; Grafische Darstellung
Abstract	If a teacher asked their students what thinking looks like, what would they say? Would they just look at the teacher quizzically? The question is challenging because thinking is largely an invisible endeavor, and developing thoughtful students can be a daunting task. However, the job of mathematics teachers is to develop students who think about and understand mathematics. NCTM's Learning Principle (NCTM 2000, pp. 20-21) underscores this challenge, indicating that students must be taught more than just facts and formulas. In this article, Emily Sliman describes how incorporating two thinking routines--Chalk Talk and Claim-Support-Question--into her classroom has been a small change that has elicited more explicit thinking from her students. 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	2017/4/10