Classroom mathematical practices and gesturing

2004 ◽  
Vol 23 (3) ◽  
pp. 301-323 ◽  
Author(s):  
Chris Rasmussen ◽  
Michelle Stephan ◽  
Karen Allen
Keyword(s):  
Mathematical Practices ◽  
Classroom Mathematical Practices

Participating in Classroom Mathematical Practices

2010 ◽  
pp. 117-163 ◽  
Author(s):  
Paul Cobb ◽  
Michelle Stephan ◽  
Kay McClain ◽  
Koeno Gravemeijer
Keyword(s):  
Mathematical Practices ◽  
Classroom Mathematical Practices

Participating in Classroom Mathematical Practices

2001 ◽  
Vol 10 (1-2) ◽  
pp. 113-163 ◽  
Author(s):  
Paul Cobb ◽  
Michelle Stephan ◽  
Kay McClain ◽  
Koeno Gravemeijer
Keyword(s):  
Mathematical Practices ◽  
Classroom Mathematical Practices

Facilitating Mathematical Practices through Visual Representations

2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart
Keyword(s):  
First Graders ◽  
Visual Representations ◽  
Place Value ◽  
Mathematical Practices ◽  
Number Lines ◽  
Practice Standards

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

Egg-Forms and Measure-Bodies: Different Mathematical Practices in the Early History of the Modern Theory of Convexity

2009 ◽  
Vol 22 (1) ◽  
pp. 85-113 ◽  
Author(s):  
Tinne Hoff Kjeldsen
Keyword(s):  
Convex Bodies ◽  
Mathematical Work ◽  
Late Nineteenth Century ◽  
Modern Theory ◽  
Methodological Framework ◽  
Mathematical Research ◽  
Mathematical Practices ◽  
History Of ◽  
Research Questions ◽  
Epistemic Objects

ArgumentTwo simultaneous episodes in late nineteenth-century mathematical research, one by Karl Hermann Brunn (1862–1939) and another by Hermann Minkowski (1864–1909), have been described as the origin of the theory of convex bodies. This article aims to understand and explain (1) how and why the concept of such bodies emerged in these two trajectories of mathematical research; and (2) why Minkowski's – and not Brunn's – strand of thought led to the development of a theory of convexity. Concrete pieces of Brunn's and Minkowski's mathematical work in the two episodes will, from the perspective of the above questions, be presented and analyzed with the use of the methodological framework of epistemic objects, techniques, and configurations as adapted from Hans-Jörg Rheinberger's work on empirical sciences to the historiography of mathematics by Moritz Epple. Based on detailed descriptions and a comparison of the objects and techniques that Brunn and Minkowski studied and used in these pieces it will be concluded that Brunn and Minkowski worked in different epistemic configurations, and it will be argued that this had a significant influence on the mathematics they developed for those bodies, which can provide answers to the two research questions listed above.

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