On Blocks, Stairs, and beyond: Learning about the Significance of Representations

Autor/inn/en	Rubel, Laurie H.; Zolkower, Betina A.
Titel	On Blocks, Stairs, and beyond: Learning about the Significance of Representations
Quelle	In: Mathematics Teacher, 101 (2007) 5, S.340-344 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Leitfaden; Unterricht; Lehrer; Problem Solving; Mathematics Instruction; Teaching Methods; Mathematical Concepts; Mathematics Skills; Models; Learning Activities; Teacher Education; Faculty Development; Beginning Teachers + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Analogiemodell; Lernaktivität; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer
Abstract	The National Council of Teachers of Mathematics (2000) recommends that students at all grade levels be provided with instructional programs that enable them to "create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; and use representations to model and interpret physical, social, and mathematical phenomena" (p. 67). This article describes a particular unique classroom activity that can be used in teacher education or professional development to highlight the significance of mathematical representations and to foster learning about the functions and significance of representations. The authors share two nonroutine mathematical problems, describe four solutions proposed by a class of beginning teachers, and conclude with a discussion that focuses on classroom implications. (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