id: 06466681
dt: j
an: 2015e.00402
au: Whitney, Stephanie R.
ti: The road less traveled.
so: Math. Teach. Middle Sch. 20, No. 2, 98-104 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D53 C33 H33 I23
ut: mathematical thinking; problem solving; reasoning; sense making;
mathematical connections; representations; equations; functions; data
tables
ci:
li: http://www.nctm.org/publications/article.aspx?id=43056
ab: Summary: Stephanie Whitney teaches in the department of teacher education
at DePaul University in Chicago, Illinois. Her interest is in how
students reason and make sense of mathematics, and how teachers can
promote this behavior. Students should engage in reasoning and sense
making daily in their mathematics classes. It is often through
students’ divergent thinking as they work on novel mathematical tasks
that they make important mathematical connections and that teachers
learn about their understandings. Creating opportunities for students
to explore allows them to experience mathematics as a connected whole,
as opposed to viewing the subject as a series of discrete pieces of
information that must be committed to memory. Given mathematical tasks
and learning environments that foster opportunities for students to
translate among representations, students will develop connected
understandings and strong foundations for how to read, interpret, and
understand the relationships among tables, graphs, equations, and
context in their algebra class. In the cases presented in this article,
the answer to the problem was not as important as the students’
thinking as they pursued a solution. As with a walk in the woods,
solving problems in math class should be as much about the journey as
the destination ‒ and that can make all the difference. (ERIC)
rv: