Visual Reasoning Tools in Action: Double Number Lines, Area Models, and Other Diagrams Power Up Students' Ability to Solve and Make Sense of Various Problems

Autor/in	Watanabe, Tad
Titel	Visual Reasoning Tools in Action: Double Number Lines, Area Models, and Other Diagrams Power Up Students' Ability to Solve and Make Sense of Various Problems
Quelle	In: Mathematics Teaching in the Middle School, 21 (2015) 3, S.152-160 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Foreign Countries; Mathematics Education; Secondary School Mathematics; Middle School Students; Grade 6; Grade 7; Mathematics Skills; Visual Learning; Abstract Reasoning; Thinking Skills; Visual Aids; Problem Solving; Common Core State Standards; Mathematical Concepts; Mathematical Models; Teaching Methods; Learning Strategies; Japan + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Visual education; Visuelles Lernen; Abstraktes Denken; Denken; Denkfähigkeit; Anschauungsmaterial; Problemlösen; Common core curriculum; Curriculum; Kerncurriculum; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) identifies the strategic use of appropriate tools as one of the mathematical practices and emphasizes the use of pictures and diagrams as reasoning tools. Starting with the early elementary grades, CCSSM discusses students' solving of problems "by drawing." In later grades, such specific forms of diagrams as number lines, area models, tape diagrams, and double number lines are mentioned. This article illustrates the power of these visual reasoning tools by describing how Japanese sixth and seventh graders used a variety of pictures and diagrams to solve and make sense of problems. The article also discusses potential challenges and opportunities that these visual reasoning tools offer to middle school mathematics teaching and 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	2020/1/01