NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ781010
Record Type: Journal
Publication Date: 2007-Dec
Pages: 5
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-0025-5769
On Blocks, Stairs, and beyond: Learning about the Significance of Representations
Rubel, Laurie H.; Zolkower, Betina A.
Mathematics Teacher, v101 n5 p340-344 Dec 2007
The National Council of Teachers of Mathematics (2000) recommends that students at all grade levels be provided with instructional programs that enable them to "create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; and use representations to model and interpret physical, social, and mathematical phenomena" (p. 67). This article describes a particular unique classroom activity that can be used in teacher education or professional development to highlight the significance of mathematical representations and to foster learning about the functions and significance of representations. The authors share two nonroutine mathematical problems, describe four solutions proposed by a class of beginning teachers, and conclude with a discussion that focuses on classroom implications. (Contains 6 figures.)
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:; Web site:
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A