Addressing the Standards for Mathematical Practice in a Calculus Class

Autor/in	Pilgrim, Mary E.
Titel	Addressing the Standards for Mathematical Practice in a Calculus Class
Quelle	In: Mathematics Teacher, 108 (2014) 1, S.52-57 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Calculus; Mathematics Education; State Standards; Active Learning; Alignment (Education); Behavioral Objectives; Expectation; Multiple Choice Tests; Questioning Techniques; Teaching Methods; College Mathematics; Learning Activities; Demonstrations (Educational); Vocabulary Skills; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematische Bildung; Aktives Lernen; Expectancy; Erwartung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Aktiver Wortschatz
Abstract	The Common Core State Standards (CCSS) provide teachers with the expectations and requirements that are meant to prepare K-12 students for college and the workforce (CCSSI 2010b). The Common Core State Standards for Mathematical Practice (SMPs) emphasize the development of skills and conceptual understanding for students to become proficient in mathematics and prepared for mathematics at the postsecondary level. These SMPs are the focus of this article: (1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (4) Model with mathematics; (5) Use appropriate tools strategically; (6) Attend to precision; (7) Look for and make use of structure; and (8) Look for and express regularity in repeated reasoning (Common Core State Standards Initiative 2010a, pp. 6-8). Herein, the author discusses SMPs in the context of a particular activity designed for a first-semester calculus course at a state university in which the typical student is pursuing a career as an engineer or a scientist. The SMPs align well with the expectations of students in a first course in calculus at the postsecondary school level, raising the question: Why not design course materials that could be implemented in both high school and college calculus courses that reflect these practices and promote active learning? (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