Zobrazeno 1 - 10
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pro vyhledávání: '"Nicholas J. Gilbertson"'
Autor:
Nicholas J. Gilbertson
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 114:205-211
When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c3e74cc6ee43adb360de345b9fe38f2
https://doi.org/10.5951/mtlt.2020.0146
https://doi.org/10.5951/mtlt.2020.0146
Autor:
Nicholas J. Gilbertson
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 113:1010-1016
Consider these seven techniques to extend students’ learning.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f143703f473f83d9d151b33e458d6fea
https://doi.org/10.5951/mtlt.2019.0166
https://doi.org/10.5951/mtlt.2019.0166
Publikováno v:
The Mathematics Teacher. 109:654-661
Can you find a triangle in which the three bases and three heights are integer values?
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d807eec7049cbf9977fa157c2d37e2cc
https://doi.org/10.5951/mathteacher.109.9.0654
https://doi.org/10.5951/mathteacher.109.9.0654
Autor:
Nicholas J. Gilbertson
Publikováno v:
The Mathematics Teacher. 109:472-475
Context and underlying structure explain why the formula for binomial coefficients always produces an integer solution
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cd37520c5f0f2a1b36b770e4ca864f9d
https://doi.org/10.5951/mathteacher.109.6.0472
https://doi.org/10.5951/mathteacher.109.6.0472
Publikováno v:
Mathematics Teaching in the Middle School. 21:303-307
Most mathematics curricula include contextual problems, but not all these problems have the same potential as modeling tasks. The authors describe how to select tasks that give students opportunities to use modeling.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::325b1ca1fb8447359d1507643f980e37
https://doi.org/10.5951/mathteacmiddscho.21.5.0303
https://doi.org/10.5951/mathteacmiddscho.21.5.0303
Autor:
Nicholas J. Gilbertson
Publikováno v:
Mathematics Teaching in the Middle School. 20:503-506
Teachers have found many different ways to support students who are learning about rational numbers. Some of the most productive ways often involve the use of representations that anchor students' experiences in the quantities being learned. Although
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e2dcdf3088952d9e80dec32ac493b4d1
https://doi.org/10.5951/mathteacmiddscho.20.8.0503
https://doi.org/10.5951/mathteacmiddscho.20.8.0503
Publikováno v:
Mathematical Thinking and Learning. 16:51-79
International calls have been made for reasoning-and-proving to permeate school mathematics. It is important that efforts to heed this call are grounded in an understanding of the opportunities to reason-and-prove that already exist, especially in se
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cde83807a90594955cbec693e855d517
https://doi.org/10.1080/10986065.2014.857802
https://doi.org/10.1080/10986065.2014.857802
Publikováno v:
International Journal of Educational Research. 64:107-118
Explicit reasoning-and-proving opportunities in the United States are often relegated to a single secondary geometry course. This study analyzed the reasoning-and-proving opportunities in six U.S. geometry textbooks, giving particular attention to th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ccbfcdbb3d7d13c7a419ed9f6deb5098
https://doi.org/10.1016/j.ijer.2013.08.006
https://doi.org/10.1016/j.ijer.2013.08.006
Publikováno v:
The Mathematics Teacher. 107:138-142
Confusion can arise from the subtle difference between proving a general and a particular statement, especially when general statements are presented by textbooks in ways that make them appear particular in nature. The authors discuss the implication
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b6510e1034b0eee478fb963e165455d
https://doi.org/10.5951/mathteacher.107.2.0138
https://doi.org/10.5951/mathteacher.107.2.0138
Publikováno v:
International Journal of Research & Method in Education; Apr2021, Vol. 44 Issue 2, p208-222, 15p