Reconciling Representations

Autor/inn/en	Zahner, William; Dent, Nick
Titel	Reconciling Representations
Quelle	In: Mathematics Teacher, 108 (2014) 5, S.344-354 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Problem Solving; Mathematics Skills; Mathematics Education; Mathematics Instruction; Inquiry; Educational Practices; Educational Strategies; Teaching Models; Geometry; Mathematical Formulas; Mathematical Models; Mathematical Logic; Logical Thinking; Classroom Environment; Teaching Skills; College Students; Massachusetts + Suchen Sie Ihr Suchwort? Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Bildungspraxis; Lehrstrategie; Lehrmodell; Geometrie; Mathematische Formel; Mathematical model; Mathematisches Modell; Mathematical logics; Mathematische Logik; Klassenklima; Unterrichtsklima; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Collegestudent; Master-Studiengang
Abstract	Sometimes a student's unexpected solution turns a routine classroom task into a real problem, one that the teacher cannot resolve right away. Although not knowing the answer can be uncomfortable for a teacher, these moments of uncertainty are also an opportunity to model authentic problem solving. This article describes such a moment in Zahner's class "Problem Solving for Teachers." Reconciling these solutions led the students and Zahner and Dent on a multiweek quest to understand what was going on. Ultimately, this process of inquiry was a powerful lesson about the problem-solving practices as envisioned in the NCTM's Standards (2000) and in the Common Core State Standards for Mathematics (CCSSI 2010). (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