id: 06664526
dt: j
an: 2016f.00485
au: Moss, Diana L.; Lamberg, Teruni
ti: Using a framework for three levels of sense making in a mathematics
classroom.
so: Aust. Math. Teach. 72, No. 2, 25-31 (2016).
py: 2016
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: D30 D40
ut: activities; critical thinking; sense making
ci:
li:
ab: Summary: This discussion-based lesson is designed to support Year 6
students in their initial understanding of using letters to represent
numbers, expressions, and equations in algebra. The three level
framework is designed for: (1) making thinking explicit, (2) exploring
each other’s solutions, and (3) developing new mathematical insights.
In each level of the discussion, students are connecting prior
knowledge to new knowledge and making new mathematical connections. The
results from the whole class discussion is to develop “big
mathematical ideas” that students can transfer to other problems and
situations. (ERIC)
rv: