Connections and confusion: teaching perimeter and area with a problem-solving oriented unit |
| |
| Affiliation: | 1. PEDEGO Research Unit and MRC Oulu, University of Oulu and Oulu University Hospital, P.O. Box 5000, FIN 90014 Oulu, Finland;2. Biomedicine Research Unit, Medical Microbiology and Immunology, University of Oulu, P.O. Box 5000, FIN 90014 Oulu, Finland;3. Medical Faculty, University of Oulu, P.O. Box 5000, FIN 90014 Oulu, Finland;1. University of Alicante, Spain;2. University of Leuven, Belgium;1. Department of Diagnostic Imaging, Monash Health, VIC, Australia;2. Melbourne Radiology Clinic, Ground Floor, 3-6/100 Victoria Parade, East Melbourne, VIC, Australia;3. Centre for Orthopaedic Research, School of Surgery, University of Western Australia, Nedlands, WA, Australia;4. Department of Diagnostic Imaging & Monash Cardiovascular Research Centre, Monash Health and Department of Biomedical Radiation Sciences, Faculty of Medicine, Nursing & Health Sciences, Monash University, VIC, Australia;1. Department of Psychiatry, National University of Malaysia Medical Centre (UKMMC), Kuala Lumpur, Malaysia;2. Biostatistics Unit, National Clinical Research Centre, Kuala Lumpur, Malaysia;3. Department of Pediatrics, National University of Malaysia Medical Centre (UKMMC), Kuala Lumpur, Malaysia;4. Johns Hopkins Bloomberg School of Public Health, Baltimore, USA;5. School of Psychology and Human Development, Faculty of Social Sciences and Humanities, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia;6. Child & Adolescent Psychiatry Unit, Department of Psychiatry, National University of Malaysia Medical Centre (UKMMC), Kuala Lumpur, Malaysia;7. Department of Medical Social Welfare, National University of Malaysia Medical Centre (UKMMC), Kuala Lumpur, Malaysia;1. Business School, China University of Political Science and Law, Beijing, China;2. School of Economics and Management, North China Electric Power University, Beijing, China |
| |
| Abstract: | Problem-solving-oriented mathematics curricula are viewed as important vehicles to help achieve K-12 mathematics education reform goals. Although mathematics curriculum projects are currently underway to develop such materials, little is known about how teachers actually use problem-solving-oriented curricula in their classrooms. This article profiles a middle-school mathematics teacher and examines her use of two problems from a pilot version of a sixth-grade unit developed by a mathematics curriculum project. The teacher's use of the two problems reveals that although problem-solving-oriented curricula can be used to yield rich opportunities for problem solving and making mathematical connections, such materials can also provide sites for student confusion and uncertainty. Examination of this variance suggests that further attention should be devoted to learning about teachers' use of problem-solving-oriented mathematics curricula. Such inquiry could inform the increasing development and use of problem-solving-oriented curricula. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
