Concept-Rich Mathematics Instruction: Building a Strong by Meir Ben-Hur

By Meir Ben-Hur

Have you questioned why scholars too usually have just a rudimentary knowing of arithmetic, why even wealthy and interesting hands-on studying doesn't continuously lead to "real" studying of latest techniques? the reply lies in no matter if scholars have really realized mathematical strategies, instead of only memorizing evidence and formulation.

Concept-Rich arithmetic guide is predicated at the constructivist view that suggestions aren't easily evidence to be memorized and later recalled, yet particularly wisdom that newbies advance via an energetic strategy of adapting to new reviews.

The teacher's function is important during this strategy. whilst lecturers steered scholars to mirror on their studies and record and resolution questions verbally, scholars needs to re-evaluate or even revise their strategies of reality.

Meir Ben-Hur deals professional assistance on all features of Concept-Rich arithmetic guideline, including
*Identifying the center recommendations of the maths curriculum.
*Planning tutorial sequences that construct upon strategies that scholars already understand.
*Designing studying stories that impress considerate discussions approximately new suggestions and get ready scholars to use those ideas on their own.
*Identifying pupil mistakes, relatively these because of preconceptions, as very important assets of knowledge and as key tutorial tools.
*Conducting school room dialogues which are wealthy in replacement representations.
*Using quite a few formative evaluation easy methods to demonstrate the country of scholars’ studying.
*Incorporating problem-solving actions that impress cognitive dissonance and improve scholars' cognitive competence.

Concept-Rich arithmetic guide is grounded within the trust that each one scholars can learn how to imagine mathematically and clear up tough difficulties. in case you are searching for a robust option to increase scholars' functionality in arithmetic and flow toward enjoyable the NCTM criteria, glance no additional: this method presents the development blocks for developing a firstclass arithmetic application.

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Additional info for Concept-Rich Mathematics Instruction: Building a Strong Foundation for Reasoning and Problem Solving

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Student W: I cannot drink a half a bottle of milk, because it’s too much . . In this example, L’s case demonstrates a meaningful general­ ization. ” The teacher facilitat­ ed both meaningful inductions and recontextualizations by questioning and probing. Note that there was a pause in the oth­ erwise lively discussion before the first examples for the new concept were generated by the students. This pause reflects the cognitive challenge of recontextualization and the importance of teacher mediation.

Appleton’s middle school class completed the geometry unit on Area and Perimeter. Her next goal was for her students to recon­ textualize their newly learned geometric concepts of area and perimeter through applications of their own. Ms. Appleton explained to her class that they would be working in groups of three to apply area and perimeter to a design or problem of their choice. Their assignment was to prepare a presentation to be made in class in two weeks. Ms. Appleton told her students that they could use the resources in the classroom, the library, or any of four Internet sites she had identified.

But if there are three feet this way and three feet that way, the whole space will be three times three feet? Boy. That is evident. Soc. And how much are three times three feet? Boy. Nine. Soc. And how much is the double of four? Boy. Eight. Soc. Then the figure of eight is not made out of a line of three? Boy. No. Soc. But from what line? Tell me exactly; and if you would rather not reckon, try and show me the line. Boy. Indeed, Socrates, I do not know. Soc. Do you see, Meno, what advances he has made in his power of recollection?

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