Experience First, Formalize Later

Autor/inn/en	Stecher, Sarah; Wilcox, Luke; Gallas, Lindsey
Titel	Experience First, Formalize Later
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 7, S.520-528 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Student Centered Learning; Mathematics Activities; Cooperative Learning; Teacher Role; Mathematics Education; Equal Education; Student Empowerment; Teaching Methods; Instructional Design + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kooperatives Lernen; Lehrerrolle; Mathematische Bildung; Studienberechtigung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This article discusses Experience First, Formalize Later (EFFL), an approach to teaching and learning that empowers students to build strong conceptual understanding of concepts, redefining how students experience mathematics class, and ultimately leading to more equitable learning opportunities. Traditional lecture-based models for mathematics teaching place the teacher at the front of the room giving vocabulary, formulas, and procedures needed in the lesson and then asking students to work individually on practice problems (Bature & Atweh, 2016). The EFFL model flips this upside down by asking students to generate the ideas and to construct understanding collaboratively. The teacher supports students in this endeavor by connecting various students' ideas, adding on, and formalizing what students have already discovered for themselves. (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