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ERIC Number: EJ879352
Record Type: Journal
Publication Date: 2010-Apr
Pages: 8
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0025-5769
Translations toward Connected Mathematics
Applebaum, Mark; Leikin, Roza
Mathematics Teacher, v103 n8 p562-569 Apr 2010
The translation principle allows students to solve problems in different branches of mathematics and thus to develop connectedness in their mathematical knowledge. Successful application of the translation principle depends on the classroom mathematical norms for the development of discussions and the comparison of different solutions to one particular problem as well as similar solutions to different problems. To encourage mathematics teachers to generate this type of discourse in their classrooms, professional development programs should integrate these topics. A translations-enabled problem-solving strategy can be effective, and, in many cases, solutions based on this approach are short and elegant. Using this strategy in solving problems can develop students' senses of mathematical efficiency and aesthetics. In this article, the authors present examples that highlight different uses of translations in problems from geometry, algebra, and calculus. For some of the problems, they provide solutions that are typically seen in the classroom. They show detailed solutions using translations for all the problems. They hope that teachers will find these examples useful and that they can begin in their own classrooms by applying these techniques to classic problems from the school mathematical curriculum; later they can present less typical geometry, algebra, and calculus problems. (Contains 7 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: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A