id: 06664458
dt: j
an: 2016f.01442
au: Roy, George J.; Fueyo, Vivian; Vahey, Philip; Knudsen, Jennifer; Rafanan,
Ken; Lara-Meloy, Teresa
ti: Connecting representations: using predict, check, explain.
so: Math. Teach. Middle Sch. 21, No. 8, 492-496 (2016).
py: 2016
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: U73 I23 M53
ut: use of technology; linear functions; real-life problems
ci:
li: http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2016/Vol21/Issue8/Connecting-Representations_-Using-Predict,-Check,-Explain/
ab: Summary: Although educators agree that making connections with the real
world, as advocated by [{\it National Council of Teachers of
Mathematics}, Principles to actions: ensuring mathematical success for
all. Reston, VA: NCTM (2014)], is important, making such connections
while addressing important mathematics is elusive. The authors have
found that math content coupled with the instructional strategy of
“predict, check, explain” can bridge such real-world contexts. In
so doing, this procedure supports the research-informed teaching
practices of using evidence of student thinking and aiding meaningful
mathematical discussion. In contrast to the common symbols-first
approach, in which students manipulate symbols and memorize the
mathematics, we have found that allowing students to investigate motion
phenomena through the use of technology-based representations can
foster students’ deep understanding of mathematics. As an example,
the authors describe a high-cognitive-demand task that connects a
real-world context with mathematics while supporting seventh-grade
students’ understanding of rate and proportionality. (ERIC)
rv: