id: 06664454
dt: j
an: 2016f.01319
au: Beigie, Darin
ti: Dare to compare.
so: Math. Teach. Middle Sch. 21, No. 8, 460-469 (2016).
py: 2016
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: M43 D43
ut: inquiry-based teaching; real-world problems; unit price
ci:
li: http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2016/Vol21/Issue8/Dare-to-Compare/
ab: 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)
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