Sharing Teaching Ideas: Collaborative Writing of Mathematics Problems

1990 ◽  
Vol 83 (7) ◽  
pp. 542-544
Author(s):  
Kitty Carton
Keyword(s):  
Word Problems ◽  
Collaborative Writing ◽  
Instructional Decisions ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Problems ◽  
Teaching Ideas ◽  
Inside Out ◽  
Development Of Students

The NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) calls for opportunities for students to use mathematics as a tool for the communication of ideas. In this project, students in any level of mathematics, working in a cooperative, active setting, can develop their understanding of mathematical concepts through the collaborative writing of word problems. In so doing, they see mathematics from the inside out, as creators rather than mimickers; they are “doers” of mathematics, reflecting on and clarifying their own thinking about mathematical ideas in specific situations. Additionally, projects of the type described here can give teachers valuable information on which they can base further instructional decisions regarding the development of students' ability to communicate effectively using the language of mathematics.

Links to Literature: A Remainder of One: Exploring Partitive Division

2000 ◽  
Vol 6 (8) ◽  
pp. 517-521
Author(s):  
Patricia Seray Moyer
Keyword(s):  
Children's Literature ◽  
Mathematical Knowledge ◽  
Mathematics Classroom ◽  
Children’S Literature ◽  
National Council ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Problems ◽  
Mathematical Symbols ◽  
Everyday Experiences

Children's literature can be a springboard for conversations about mathematical concepts. Austin (1998) suggests that good children's literature with a mathematical theme provides a context for both exploring and extending mathematics problems embedded in stories. In the context of discussing a story, children connect their everyday experiences with mathematics and have opportunities to make conjectures about quantities, equalities, or other mathematical ideas; negotiate their understanding of mathematical concepts; and verbalize their thinking. Children's books that prompt mathematical conversations also lead to rich, dynamic communication in the mathematics classroom and develop the use of mathematical symbols in the context of communicating. The National Council of Teachers of Mathematics (1989) emphasizes the importance of communication in helping children both construct mathematical knowledge and link their informal notions with the abstract symbols used to express mathematical ideas.

Sharing Teaching Ideas: Journal Writing in the Mathematics Classroom: A Beginner's Approach

2000 ◽  
Vol 93 (2) ◽  
pp. 132-138
Author(s):  
Nancy Williams ◽  
Brian Wynne
Keyword(s):  
Journal Writing ◽  
Mathematics Classroom ◽  
Alternative Form ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Educators ◽  
Teaching Ideas

Today's mathematics educators are advocating methods of assessment other than frequent tests, quizzes, and daily worksheets. In fact, the NCTM's Curriculum and Evaluation Standards states,“The assessment of students' ability to communicate mathematics should provide evidence that they can express mathematical ideas by speaking, writing, demonstrating and depicting them visually” (1989, 214). One alternative form of assessment that incorporates these standards is journal writing

Sharing Teaching Ideas: Folding Perpendiculars and Counting Slope

1992 ◽  
Vol 85 (7) ◽  
pp. 538-539
Author(s):  
Ann Blomquist
Keyword(s):  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Active Involvement ◽  
Teaching Ideas ◽  
Coordinate Geometry

During the study of coordinate geometry, students are told that the slope of a line and the slope of a perpendicular to the line are negative reciprocals. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) calls for “active involvement of students in constructing and applying mathematical ideas.” This activity will encourage inductive thinking and allow students to discover this relationship for themselves. Students should have previously computed the slope of a segment by counting squares and using the rise-over-run format.

A Role for Technology in Mathematics Education

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
Mathematics Education ◽  
Curriculum Change ◽  
Mathematics Curriculum ◽  
New Technology ◽  
Habits Of Mind ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Educators

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

scholarly journals Analisis kendala pemahaman bahasa untuk mengembangkan kemampuan bernalar matematika siswa

2021 ◽  
Vol 9 (2) ◽  
pp. 61
Author(s):  
Anis Hidayati MS ◽  
Alex Haris Fauzi
Keyword(s):  
Qualitative Research ◽  
Mathematical Reasoning ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Descriptive Approach

Understanding of language is closely related to mathematical reasoning, because language has function as a means of communication to convey ideas or ideas to others. Submission of mathematical ideas delivered by students will show how far the level of student understading of the mathematical concepts they have. This research is a qualitative research with a descriptive approach which aims to describe the obstacles faced by students when using language on mathematical reasoning. Data obtained from observations, interviews, questionnaires, and documentations. Based on the results of the analysis conducted, it can be seen that constraints faced by students when using language on mathematical reasoning are feelings of shame and inferiority, difficulty understanding the sentence, and lack of vocabulary students have.

scholarly journals THE DEVELOPMENT OF STUDENTS’ THINKING USING COLORED CARDS TOWARDS INTERSECTION AND UNION CONCEPT

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Mika Meitriana Manurung ◽  
Hening Windria ◽  
Lukman Fakhmi
Keyword(s):  
Mathematics Education ◽  
Junior High School ◽  
Word Problems ◽  
Design Research ◽  
Venn Diagram ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Crucial Part ◽  
Is Design ◽  
Development Of Students

Intersection and union concepts are crucial part of operation in sets, especially in solving word problems and creating the venn diagram. In fact, not a few students do fallacies in representing sets word problems into a sets operation, so they do mistakes in solving the problems. This study aims to investigate students’ thinking in learning intersection and union concept, specifically by using colored cards. The learning is designed under Realistic Mathematics Education (RME) approach and the principle used is emergent modeling. The method used in this study is design research. The subjects of this study is 25 students of the 7th grade junior high school, in which five of them were the focused group. The main findings in this study are description of students’ thinking while learning union and intersection using colored cards in the class, and any kinds of students’ ‘diagram venn’models. Keywords: design research, intersection, realistic mathematics education, union, venn diagram

Draw to Understand

1991 ◽  
Vol 39 (4) ◽  
pp. 26-29
Author(s):  
M. Ann Dirkes
Keyword(s):  
Drawing Process ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Thinking Strategies ◽  
Problem Solvers

Students who make drawings about mathematical concepts think about mathematics. Those who trust their own thinking become problem solvers who play with ideas on paper. During the drawing process, they call to mind the knowledge that they have stored in memory. They compare drawings to numbers and equations and look at the whole problem as well as the details. These thinking strategies contribute well to the construction of mathematical ideas.

Have You Read?

1968 ◽  
Vol 61 (5) ◽  
pp. 522-523
Author(s):  
Philip Peak
Keyword(s):  
Mathematical Concepts ◽  
Short Article ◽  
Mathematical Ideas

This short article illustrates several things, such as the facts that mathematical concepts grow with added dimensions, complex ideas are built from simple ones, and mathematical ideas are all about us.

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