@article {MATHEDUC.06664454,
author = {Beigie, Darin},
title = {Dare to compare.},
year = {2016},
journal = {Mathematics Teaching in the Middle School},
volume = {21},
number = {8},
issn = {1072-0839},
pages = {460-469},
publisher = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
abstract = {Summary: A recent trend in school mathematics has been to launch student inquiry with real-world contexts that capture student interest and intrigue. Often these starting points harness the immediacy and power of the Internet to provide strong visuals and timely relevance. The goal of the resulting student inquiry is to foster conceptual and procedural understanding with authentic real-world applications, where the mathematics becomes a tool to enhance how students comprehend the world around them. This article describes how seventh grade mathematics teacher Darin Beigie implemented a project that required students to investigate unit price and unit rate and generate their own real-world examples. The project consisted of four lessons, one per quarter, each followed by an extended question that students were given one month to investigate, allowing them time to search for their own examples to study and interpret in meaningful ways. As students grew in content sophistication (slope, percentage change, area formulas, proportional thinking, elementary algebra), they incorporated some of their new knowledge in their project analyses. In return, having students study a topic in more depth throughout the year modeled for them good mathematical practice standards, such as using appropriate tools strategically to make sense of problems and reasoning quantitatively to construct viable arguments. Most significantly, students experienced using mathematics to form an opinion and to support conclusions with mathematical reasoning. (ERIC)},
msc2010 = {M43xx (D43xx)},
identifier = {2016f.01319},
}