Promoting student reasoning through careful task design: a comparison of three studies
Tipo de documento
Autores
Lista de autores
Mueller, Mary F., Yankelewitz, Dina y Maher, Carolyn
Resumen
Researchers have found that students as young as elementary school can engage in mathematical reasoning. Specifically, particular tasks tend to encourage this reasoning. This paper provides insight into some general characteristics of tasks that may lead to arguments that represent varied forms of reasoning. In this paper we report on arguments built by diverse student groups, of different ages, that were used to justify their solutions to problems from the fraction and counting strands of longitudinal and cross-sectional studies. We compare the characteristics of the two tasks and suggest how the implementation of tasks such as these can help elicit varied student reasoning.
Fecha
2010
Tipo de fecha
Estado publicación
Términos clave
Estrategias de solución | Números racionales | Otro (tipos estudio) | Razonamiento | Tareas
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
3
Número
1
Rango páginas (artículo)
87-107
ISSN
21765634
Referencias
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