Designing Instructional Sequences for Ethical, Critical and Mathematical Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Reinke, Luke T.; Register, Jordan T.; Stephan, Michelle
Titel	Designing Instructional Sequences for Ethical, Critical and Mathematical Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Design; Mathematics Instruction; Ethics; Critical Thinking; Heuristics; Learning Trajectories; Mathematics Education; Thinking Skills; Statistics Education; Social Justice; Charter Schools; Middle School Students; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics lessons; Mathematikunterricht; Ethik; Kritisches Denken; Heuristik; Mathematische Bildung; Denkfähigkeit; Soziale Gerechtigkeit; Charter school; Charter-Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Designers of critical mathematics instruction have documented difficulties in simultaneously fostering the development of critical consciousness while supporting students in developing understandings of new mathematics. However, confining justice-oriented tasks to applications of previously learned mathematics limits the degree to which these tasks will be taken up by teachers. We describe our attempt to employ heuristics from the instructional design theory of realistic mathematics education [RME] to create a sequence aimed at developing students' critical and ethical reasoning while also developing new mathematical understandings of ratio, proportion and percents. We propose emergent adaptations to two of the realistic mathematics education design principles then propose an additional ethical principle to guide the development of future RME sequences. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01