
06664458
j
2016f.01442
Roy, George J.
Fueyo, Vivian
Vahey, Philip
Knudsen, Jennifer
Rafanan, Ken
LaraMeloy, Teresa
Connecting representations: using predict, check, explain.
Math. Teach. Middle Sch. 21, No. 8, 492496 (2016).
2016
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
U73
I23
M53
use of technology
linear functions
reallife problems
http://www.nctm.org/Publications/MathematicsTeachinginMiddleSchool/2016/Vol21/Issue8/ConnectingRepresentations_UsingPredict,Check,Explain/
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 realworld contexts. In so doing, this procedure supports the researchinformed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion. In contrast to the common symbolsfirst approach, in which students manipulate symbols and memorize the mathematics, we have found that allowing students to investigate motion phenomena through the use of technologybased representations can foster students' deep understanding of mathematics. As an example, the authors describe a highcognitivedemand task that connects a realworld context with mathematics while supporting seventhgrade students' understanding of rate and proportionality. (ERIC)