che-chandler.de
|
| Der Artikel wird am Ende des Bestellprozesses zum Download zur Verfügung gestellt. |
We Reason & We Prove for ALL Mathematics
Beschreibung:
Sharpen concrete teaching strategies that empower students to reason-and-prove
How do teachers and students benefit from engaging in reasoning-and-proving? What strategies can teachers use to support students’ capacity to reason-and-prove? What does reasoning-and-proving instruction look like?
We Reason & We Prove for ALL Mathematics helps mathematics teachers in grades 6-12 engage in the critical practice of reasoning-and-proving and support the development of reasoning-and-proving in their students. The phrase "reasoning-and-proving" describes the processes of identifying patterns, making conjectures, and providing arguments that may or may not qualify as proofs – processes that reflect the work of mathematicians. Going beyond the idea of "formal proof" traditionally relegated only to geometry, this book transcends all mathematical content areas with a variety of activities for teachers to learn more about reasoning-and-proving and about how to support students’ capacities to engage in this mathematical thinking through:
- Solving and discussing high-level mathematical tasks
- Analyzing narrative cases that make the relationship between teaching and learning salient
- Examining and interpreting student work that features a range of solution strategies, representations, and misconceptions
- Modifying tasks from curriculum materials so that they better support students to reason-and-prove
- Evaluating learning environments and making connections between key ideas about reasoning-and-proving and teaching strategies
We Reason & We Prove for ALL Mathematics is designed as a learning tool for practicing and pre-service mathematics teachers and can be used individually or in a group. No other book tackles reasoning-and-proving with such breadth, depth, and practical applicability. Classroom examples, case studies, and sample problems help to sharpen concrete teaching strategies that empower students to reason-and-prove!
Acknowledgements
About the Authors
Chapter 1 Setting the Stage
Are Reasoning and Proving Really What You Think?
Supporting Background and Contents of This Book
What is Reasoning and Proving in Middle and High School Mathematics?
Realizing the Vision of Reasoning-and-Proving in Middle and High School Mathematics
Discussion Questions
Chapter 2 Convincing Students Why Proof Matters
Why Do We Need to Learn How To Prove?
The Three Task Sequence
Engaging in the Three Task Sequence, Part 1: The Squares Problem
Engaging in the Three Task Sequence, Part 2: Circle and Spots Problem
Engaging in the Three Task Sequence, Part 3: The Monstrous Counterexample
Analyzing Teaching Episodes of the Three Task Sequence: The Cases of Charlie Sanders and Gina Burrows
Connecting to Your Classroom
Discussion Questions
Chapter 3 Exploring the Nature of Reasoning-and-Proving
When is an Argument a Proof?
The Reasoning-and-Proving Analytic Framework
Developing Arguments
Developing a Proof
Reflecting on What You’ve Learned about Reasoning and Proving
Revisiting the Squares Problem from Chapter 2
Connecting to Your Classroom
Discussion Questions
Chapter 4 Helping Students Develop the Capacity to Reason-and-Prove
How Do You Help Students Reason and Prove?
A Framework for Examining Mathematics Classrooms
Determining How Student Learning is Supported: The Case of Vicky Mansfield
Determining How Student Learning is Supported: The Case of Nancy Edwards
Looking Across the Cases of Vicky Mansfield and Nancy Edwards
Connecting to Your Classroom
Discussion Questions
Chapter 5 Modifying Tasks to Increase the Reasoning-and-Proving Potential
How Do You Make Tasks Reasoning-and-Proving Worthy?
Returning to the Effective Mathematics Teaching Practices
Examining Textbooks or Curriculum Materials for Reasoning-and-Proving Opportunities
Revisiting the Case of Nancy Edwards
Continuing to Examine Tasks and Their Modifications
Re-Examining Modifications Made to Tasks Through a Different Lens
Comparing More Tasks with their Modifications
Strategies for Modifying a Task to Enhance Students’ Opportunities to Reason-and-Prove
Connecting to Your Classroom
Discussion Questions
Chapter 6 Using Context to Engage in Reasoning-and-Proving
How Does Context Affect Reasoning-and-Proving?
Considering Opportunities for Reasoning-and-Proving
Solving the Sticky Gum Problem
Analyzing Student Work from the Sticky Gum Problem
Analyzing Two Different Classroom Enactments of the Sticky Gum Problem
Connecting to Your Classroom
Discussion Questions
Chapter 7 Putting it All Together
Key Ideas at the Heart of this Book
Tools to Support the Teaching of Reasoning-and-Proving
Putting the Tools to Work
Moving Forward in Your PLC
Discussion Questions
Appendix A Developing a Need for Proof: The Case of Charlie Sanders
Appendix B Motivating the Need for Proof: The Case of Gina Burrows
Appendix C Writing and Critiquing Proofs: The Case of Vicky Mansfield
Appendix D Pressing Students to Prove It: The Case of Nancy Edwards
Appendix E Making Sure that All Students Understand: The Case of Calvin Jenson
Appendix G Helping Students Connect Pictorial and Symbolic Representations: The Case of Natalie Boyer
References