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Connected Mathematics is a comprehensive mathematics program intended for U.S. students in grades 6–8.The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum ...
Discourse in the classroom can be beneficial to students. Researchers have identified different types of discourse used in the classroom and they have outlined different ways to use discourse with varying levels of benefit, but one of the problems associated with the research of discourse in the English Language Arts classroom is the data recovered from experimentation.
Mathematical constructivism asserts that it is necessary to find (or "construct") a specific example of a mathematical object in order to prove that an example exists. Contrastingly, in classical mathematics, one can prove the existence of a mathematical object without "finding" that object explicitly, by assuming its non-existence and then ...
[11] [12] Martin Nystrand argues that teachers rarely choose classroom discussion as an instructional format. The results of Nystrand’s (1996) three-year study focusing on 2400 students in 60 different classrooms indicate that the typical classroom teacher spends under three minutes an hour allowing students to talk about ideas with one ...
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
In mathematics education, ethnomathematics is the study of the relationship between mathematics and culture. [1] Often associated with "cultures without written expression", [2] it may also be defined as "the mathematics which is practised among identifiable cultural groups". [3]
In classical real analysis, one way to define a real number is as an equivalence class of Cauchy sequences of rational numbers.. In constructive mathematics, one way to construct a real number is as a function ƒ that takes a positive integer and outputs a rational ƒ(n), together with a function g that takes a positive integer n and outputs a positive integer g(n) such that
Although the literature is limited, studies show that the effects of demonstration classroom teachers includes a change of perspective in relating to students, more reflection in the teachers’ own classroom strategies, and more personal responsibility for student learning. [3]