Maps and Algebra

2003 ◽  
Vol 8 (6) ◽  
pp. 300-302
Author(s):  
William Gratzer
Keyword(s):  
Middle School ◽  
Prior Knowledge ◽  
Mathematics Teacher ◽  
Life Experiences ◽  
Linear Equations ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
New Knowledge ◽  
Principles And Standards ◽  
And Algebra

The learning principle from principles and Standards for School Mathematics (NCTM 2000) states, “Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge” (p. 20). How to help students develop such understanding is a question that confronts every middle school mathematics teacher. The method described in this article helps students use their life experiences to develop mathematical understanding by illustrating that linear equations can be solved using ideas with which they are already familiar.

scholarly journals Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicole Parker ◽  
Janet Breitenstein ◽  
Cindy Jones
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
Mathematical Understanding ◽  
Disciplinary Literacy ◽  
School Mathematics ◽  
Instructional Techniques ◽  
Literacy Strategies ◽  
And Performance

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance. 

Spotlight on the Principles: Creating an Environment for Learning with Understanding: The Learning Principle

2005 ◽  
Vol 11 (1) ◽  
pp. 35-39
Author(s):  
Emily Fagan
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
School Mathematics ◽  
Factual Knowledge ◽  
Procedural Fluency ◽  
New Knowledge ◽  
Principles And Standards ◽  
Knowledge Learning

The learning principle in NCTM'S Principles and Standards for School Mathematics (2000) states: “Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.” Learning with understanding is defined as “being able to apply procedures, concepts, and processes” (NCTM 2000, p. 20). This view of learning represents a departure from a view that emphasizes a student's factual knowledge and ability to apply procedures. Although facts and procedures are important, they will not, in and of themselves, result in learning with understanding. Instead, factual understanding, procedural fluency, and conceptual understanding must coexist so that students reach learning with understanding. The extent to which a student can apply his or her learning to a new problem or situation is often an indicator of this understanding.

Geometric Conjectures: The Importance of Counterexamples

2003 ◽  
Vol 9 (4) ◽  
pp. 210-215
Author(s):  
Jeffery J. Boats ◽  
Nancy K. Dwyer ◽  
Sharon Laing ◽  
Mark P. Fratella
Keyword(s):  
Middle School ◽  
Pattern Recognition ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Mathematics Students ◽  
Reasoning Skills ◽  
Principles And Standards

TO DEVELOP STUDENTS' REASONING SKILLS, the NCTM's Principles and Standards for School Mathematics (2000) recommends that students make generalizations and evaluate conjectures. In particular, middle school mathematics students should be engaged in activities involving pattern recognition as a means of formulating such conjectures.

Conceptualizing Discursive Teaching Capacity: A Case Study of a Middle School Mathematics Teacher

2019 ◽  
Vol 21 (2) ◽  
pp. 291-318 ◽  
Author(s):  
Dong-Joong Kim ◽  
Jaehong Shin ◽  
Ji-Eun Lee ◽  
Woong Lim ◽  
Younhee Lee ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
School Mathematics

The Missing Link? Writing in Mathematics Class!

1997 ◽  
Vol 2 (5) ◽  
pp. 316-320
Author(s):  
John G. Ciochine ◽  
Grace Polivka
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Missing Link ◽  
Writing In Mathematics ◽  
Reasoning Abilities ◽  
Mathematics Class

The last thing I ever thought I would be stressing in my mathematics classes is the use of writing as a tool for teaching mathematics. On entering the teaching field as a middle school mathematics teacher, I thought, “Give me a book and I will be ready to educate all my students.” Wow! Was I wrong! After realizing that I needed something more than a book, I began to read professional articles and to talk with my colleagues. One colleague suggested that I do some writing with my students. My first reaction was that I teach mathematics, not English. After her constant urging, I decided I would try it, although I was sure I would not like it. What I have found is an interesting way to approach middle school mathematics while helping students develop their communication and reasoning abilities.

Performing Operations with Matrices on Spreadsheets

1998 ◽  
Vol 91 (4) ◽  
pp. 338-341
Author(s):  
Dusan Pagon
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Education ◽  
Linear Algebra ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
Interested Reader ◽  
Basic Concepts

Although created mainly for other purposes, spreadsheets appear to be useful in mathematics education. For instance, Russell (1992) writes about spreadsheet activities in middle school mathematics in his book with the same title. In a Mathematics Teacher article, Hunt (1995) describes how he uses spreadsheets to teach students synthetic substitution, synthetic division, and Newton's method. Our experience shows that the same tool can be useful for performing matru operations and, further on, for introducing students to basic concepts of linear algebra. The interested reader can find additional examples of using spreadsheets in high school mathematics in Sjostrand's (1994) book, which deals with Excel spreadsheets.

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