ERIC Number: ED461505
Record Type: RIE
Publication Date: 1999
Developing Mathematical Reasoning within the Context of Measurement.
McClain, Kay; Cobb, Paul; Gravemeijer, Koeno; Estes, Beth
This paper describes how one group of students developed personally meaningful ways to reason mathematically within the context of measurement. Episodes taken from a first grade classroom in which a 4-month teaching experiment was conducted are presented. One of the goals of the teaching experiment was to develop instructional sequences designed to support first grade students' construction of meaningful understandings for measurement and mental computation and estimation strategies for numbers up to 100. A primary focus when developing the instructional sequences was to support students' multiple interpretations of problem situations. The episodes provide a setting for the examination of measurement as a context for supporting students' construction of sophisticated ways to think and reason mathematically. The intent of the instructional sequences developed in the course of the teaching experiment is outlined first. The rest of the paper consists of descriptions of episodes from the classroom that highlight students' ability to reason mathematically while investigating issues related to measurement. (MM)
Descriptors: Concept Formation, Elementary Education, Estimation (Mathematics), Mathematics Curriculum, Mathematics Instruction, Measurement, Mental Computation, Problem Solving, Thinking Skills
National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 20191-9988 (articles not sold individually; yearbook, $29.95). Tel: 800-235-7566 (Toll Free). For full text: http://www.wcer.wisc.edu/ncisla/publications/articles/ NCTMMR.PDF.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Council of Teachers of Mathematics, Inc., Reston, VA.
Note: In: V. Stiff and R. Curcio (Eds.). "Developing Mathematical Reasoning in Grades K-12, 1999 Yearbook." Reston, VA: National Council of Teachers of Mathematics.