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As in all activities concerned with
As in all activities concerned with ‘using and applying mathematics’, pupils’ work on
this problem highlights mathematical topics which would benefit from more focused
teaching. Indeed, discussion of the problem itself, and of strategies adopted by pupils,
provides a good springboard for such work. For example, suitably recorded, Liam’s
repeated addition and then Joanne’s trial multiplication provide the basis for developing
a written technique of division. These examples also show that effective use of a
calculator calls not only for mastery of operating procedures –such as use of the
constant function– but a grasp of underlying mathematical ideas –such as the distinction
between decimal part and remainder– and the development of distinctive calculator
methods –such as that of integer division. These episodes also illustrate how access to a
calculator can enable pupils to tackle a problem using direct strategies calling for
computations beyond their current capabilities in mental and written calculation; and
can support indirect strategies based on trialling or building up towards a solution.
this problem highlights mathematical topics which would benefit from more focused
teaching. Indeed, discussion of the problem itself, and of strategies adopted by pupils,
provides a good springboard for such work. For example, suitably recorded, Liam’s
repeated addition and then Joanne’s trial multiplication provide the basis for developing
a written technique of division. These examples also show that effective use of a
calculator calls not only for mastery of operating procedures –such as use of the
constant function– but a grasp of underlying mathematical ideas –such as the distinction
between decimal part and remainder– and the development of distinctive calculator
methods –such as that of integer division. These episodes also illustrate how access to a
calculator can enable pupils to tackle a problem using direct strategies calling for
computations beyond their current capabilities in mental and written calculation; and
can support indirect strategies based on trialling or building up towards a solution.
0/5000
As in all activities concerned with ‘using and applying mathematics’, pupils’ work on
this problem highlights mathematical topics which would benefit from more focused
teaching. Indeed, discussion of the problem itself, and of strategies adopted by pupils,
provides a good springboard for such work. For example, suitably recorded, Liam’s
repeated addition and then Joanne’s trial multiplication provide the basis for developing
a written technique of division. These examples also show that effective use of a
calculator calls not only for mastery of operating procedures –such as use of the
constant function– but a grasp of underlying mathematical ideas –such as the distinction
between decimal part and remainder– and the development of distinctive calculator
methods –such as that of integer division. These episodes also illustrate how access to a
calculator can enable pupils to tackle a problem using direct strategies calling for
computations beyond their current capabilities in mental and written calculation; and
can support indirect strategies based on trialling or building up towards a solution.
this problem highlights mathematical topics which would benefit from more focused
teaching. Indeed, discussion of the problem itself, and of strategies adopted by pupils,
provides a good springboard for such work. For example, suitably recorded, Liam’s
repeated addition and then Joanne’s trial multiplication provide the basis for developing
a written technique of division. These examples also show that effective use of a
calculator calls not only for mastery of operating procedures –such as use of the
constant function– but a grasp of underlying mathematical ideas –such as the distinction
between decimal part and remainder– and the development of distinctive calculator
methods –such as that of integer division. These episodes also illustrate how access to a
calculator can enable pupils to tackle a problem using direct strategies calling for
computations beyond their current capabilities in mental and written calculation; and
can support indirect strategies based on trialling or building up towards a solution.
Sedang diterjemahkan, harap tunggu..
Seperti dalam semua kegiatan yang bersangkutan dengan 'menggunakan dan menerapkan matematika', karya murid pada
masalah ini menyoroti topik matematika yang akan mendapat manfaat dari lebih terfokus
mengajar. Memang, diskusi tentang masalah itu sendiri, dan strategi yang diterapkan oleh murid,
menyediakan batu loncatan yang baik untuk pekerjaan tersebut. Misalnya, sesuai direkam, Liam
penambahan berulang dan kemudian Joanne persidangan perkalian memberikan dasar untuk mengembangkan
teknik tertulis dari divisi. Contoh-contoh ini juga menunjukkan bahwa penggunaan yang efektif dari
kalkulator panggilan tidak hanya untuk penguasaan prosedur operasi-seperti penggunaan
fungsi- konstan tetapi pemahaman yang mendasari ide-ide matematika-seperti perbedaan
antara bagian desimal dan remainder- dan pengembangan khas kalkulator
metode-seperti yang dari pembagian integer. Episode ini juga menggambarkan bagaimana akses ke
kalkulator dapat memungkinkan siswa untuk mengatasi masalah dengan menggunakan strategi langsung menyerukan
perhitungan di luar kemampuan mereka saat ini dalam perhitungan mental dan tertulis; dan
dapat mendukung strategi tidak langsung didasarkan pada uji coba atau membangun menuju solusi.
masalah ini menyoroti topik matematika yang akan mendapat manfaat dari lebih terfokus
mengajar. Memang, diskusi tentang masalah itu sendiri, dan strategi yang diterapkan oleh murid,
menyediakan batu loncatan yang baik untuk pekerjaan tersebut. Misalnya, sesuai direkam, Liam
penambahan berulang dan kemudian Joanne persidangan perkalian memberikan dasar untuk mengembangkan
teknik tertulis dari divisi. Contoh-contoh ini juga menunjukkan bahwa penggunaan yang efektif dari
kalkulator panggilan tidak hanya untuk penguasaan prosedur operasi-seperti penggunaan
fungsi- konstan tetapi pemahaman yang mendasari ide-ide matematika-seperti perbedaan
antara bagian desimal dan remainder- dan pengembangan khas kalkulator
metode-seperti yang dari pembagian integer. Episode ini juga menggambarkan bagaimana akses ke
kalkulator dapat memungkinkan siswa untuk mengatasi masalah dengan menggunakan strategi langsung menyerukan
perhitungan di luar kemampuan mereka saat ini dalam perhitungan mental dan tertulis; dan
dapat mendukung strategi tidak langsung didasarkan pada uji coba atau membangun menuju solusi.
Sedang diterjemahkan, harap tunggu..
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