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ERIC Number: EJ1046537
Record Type: Journal
Publication Date: 2014-Dec
Pages: 7
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0025-5769
Exploration of Patterns in a Calendar
Huang, Rongjin; Prince, Kyle M.; Schmidt, Teresa
Mathematics Teacher, v108 n5 p336-342 Dec 2014
The importance of developing reasoning and justification has been highlighted in "Principles and Standards for School Mathematics" (NCTM 2000). The Common Core State Standards for Mathematics (CCSSI 2010) further reiterates the importance of reasoning and proof in several standards for mathematical practice. Students of all grades are required to reason both abstractly and quantitatively, construct viable arguments, and critique the reasoning of others. However, studies on algebra learning have documented students' difficulties in algebra concepts and justification (Kieran 2007). Specifically, middle and high school students overwhelmingly rely on examples to justify statements (Koedinger 1998; Usiskin 1988). This article aims to demonstrate how a teacher can develop students' reasoning and justification in an algebra lesson through deliberate sequencing and productive discourse surrounding the implementation of tasks.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A