Ancient Paradoxes Can Extend Mathematical Thinking

Autor/inn/en	Czocher, Jennifer A.; Moss, Diana L.
Titel	Ancient Paradoxes Can Extend Mathematical Thinking
Quelle	In: Mathematics Teaching in the Middle School, 22 (2017) 7, S.438-442 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematical Concepts; Motion; Concept Formation; Problem Solving; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Elementary Secondary Education; Mathematical Models; Arithmetic; Mathematical Logic; Algebra + Suchen Sie Ihr Suchwort? Bewegungsablauf; Concept learning; Begriffsbildung; Problemlösen; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Mathematical model; Mathematisches Modell; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematical logics; Mathematische Logik
Abstract	This article presents the Snail problem, a relatively simple challenge about motion that offers engaging extensions involving the notion of infinity. It encourages students in grades 5-9 to connect mathematics learning to logic, history, and philosophy through analyzing the problem, making sense of quantitative relationships, and modeling with mathematics (NGAC 2010). It also gives students of all ages a glimpse into the development of mathematics by introducing a reason to think about infinite convergent series. (A bibliography is included.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01