Redefining a Model

Autor/in	Hodges, Thomas E.
Titel	Redefining a Model
Quelle	In: Mathematics Teacher, 101 (2007) 3, S.205-208 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Leitfaden; Unterricht; Lehrer; Geometric Concepts; Trigonometry; Mathematics Activities; Mathematical Models; Mathematical Logic; Mathematical Applications; Problem Solving; Problem Based Learning + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Elementare Geometrie; Trigonometrie; Mathematical model; Mathematisches Modell; Mathematical logics; Mathematische Logik; Angewandte Mathematik; Innermathematische Anwendung; Problemlösen; Problem-based learning; Problemorientiertes Lernen
Abstract	This article describes an alternate way to utilize a circular model to represent thirds by incorporating areas of circular segments, trigonometric functions, and geometric transformations. This method is appropriate for students studying geometry and trigonometry at the high shool level. This task provides valuable learning experiences that require students to actively engage in mathematics. Students become involved in a problem with no explicit strategy or approach and use existing knowledge as a tool for solving a unique problem. These demands embody many of the components outlined by Smith and Stein (1998) when designing tasks that call for high levels of cognitive demand. This task provides another example of how a seemingly simple exercise in representing fractions can be the basis for in-depth study connecting mathematics concepts as called for in the National Council of Teachers of Mathematics (NCTM) Standards (2000). (contains 6 figures.) (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