id: 06467658
dt: j
an: 2015e.00398
au: Schulman, Steven M.
ti: Squares on a checkerboard.
so: Teach. Child. Math. 21, No. 2, 84-90 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D52 D82
ut: problem solving; mathematical tasks; checkerboard; activities
ci:
li: http://www.nctm.org/publications/article.aspx?id=43095
ab: Summary: In this article the author describes a problem posed to his class,
“How many squares are there on a checkerboard?" The problem is
deliberately vague so that the teacher can get the students to begin
asking questions. The first goal is to come to an agreement about what
the problem means (Identify the problem). The second goal is to get
students to want to find a solution and then to give them a safe
environment in which to wonder. In this environment is a need to
overcome inertia. The teacher uses a variety of techniques to keep the
thinking in motion, telling the children “just enough." When a
pattern emerges, the focus is on expressing it. This expression can
occur on many different levels. When the task is completed, students
are “applauded" for a job well done, and they are offered the
possibility of something else to discover, which may consist of taking
the problem to a more sophisticated level (e.g., a checkerboard with
even more squares than the traditional checkerboard), or it might
involve a new problem that requires similar strategies (e.g., “Has
this problem anything in common with the Checkerboard problem?") This
kind of lesson has much to offer children. It promotes excitement,
ownership, and understanding. This lesson has much to offer young
teachers as well. In addition to obvious feelings of gratification, the
teacher has been given an opportunity to hone important new skills.
There is much for everyone to celebrate. (ERIC)
rv: