Type:

Other

Description:

The author of this article uses four NRICH investigations to illustrate how a teacher might extend the results of students' work as a springboard for developing deeper mathematical understanding. He models good prompting, e.g., "Tell me what you notice about the result" and "I wonder what would happen if ...", and warns against trying to lead students' thinking. [The problems discussed are cataloged separately.]

Subjects:

  • Mathematics > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Grade 2,Grade 3,Combinations and permutations,Make use of structure,NSDL,Grade 4,Teaching strategies,Early Elementary,Grade 1,Reason quantitatively,Mathematics,Arithmetic,Analyze and persevere,Concept formation,Process skills,Number and operations,Upper Elementary,Mathematical language,oai:nsdl.org:2200/20140728160637757T,Grade 5,Model with mathematics,Patterns and sequences,Middle School,Vocational/Professional Development Education,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-027,Reason abstractly,Practice Standards,Grade 6,Elementary School,Discrete mathematics,Strategies,Communication,Connections,Engineering,Problem solving,Education,Construct arguments,Reasoning,Representation

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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