Crack the Code

Autor/inn/en	Zwanch, Karen; Broome, Bridget
Titel	Crack the Code
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 3, S.184-191 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Education; Elementary School Mathematics; Grade 6; Mathematics Instruction; Educational Games; Mathematics Skills; Pattern Recognition; Algebra; Thinking Skills; Generalization; Individualized Instruction; Manipulative Materials; Difficulty Level; Mathematics Activities; Class Activities; Formative Evaluation + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementare Mathematik; Schulmathematik; School year 06; 6. Schuljahr; Schuljahr 06; Mathematics lessons; Mathematikunterricht; Educational game; Lernspiel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mustererkennung; Denkfähigkeit; Individualisierender Unterricht; Hilfsmittel; Schwierigkeitsgrad
Abstract	Generalizing patterns is an important feature of algebraic reasoning that is accessible to students across grade-levels because it connects their numerical reasoning to algebraic reasoning. In this article, the authors describe how teachers can use the game Crack the Code to introduce generalizing to their students or can extend students' generalizations. Engaging students in this game gives teachers myriad ways to differentiate their instruction by asking questions that increase the level of difficulty with which students generalize, by providing manipulatives that will support and challenge students' thinking, and by selecting codes that will support new forms of algebraic reasoning to emerge. This article describes how the authors differentiated gameplay to meet the needs of all students while playing this game with sixth-grade students. (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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01