Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Nicole M. Wessman-Enzinger"'
Publikováno v:
Investigations in Mathematics Learning. :1-19
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::20935a5f013a22a190793daf8e16be5d
https://doi.org/10.1080/19477503.2023.2187167
https://doi.org/10.1080/19477503.2023.2187167
Publikováno v:
Journal of Mathematics Teacher Education. 25:1-33
Elementary and middle school prospective teachers participated in semi-structured problem posing for integer addition and subtraction. The prospective teachers (n = 98) posed a variety of different stories, but this paper focuses on the temperature s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f16f704173bf468632e2e3de2b8c20a0
https://doi.org/10.1007/s10857-020-09477-x
https://doi.org/10.1007/s10857-020-09477-x
Publikováno v:
Investigations in Mathematics Learning. 12:226-241
Writing and evaluating contextual problems is an important task in the work of teaching, and thus is part of the knowledge that prospective teachers must develop. In dealing with word problems pose...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8b47c394a59a31ff96b7563e4157362e
https://doi.org/10.1080/19477503.2020.1784372
https://doi.org/10.1080/19477503.2020.1784372
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 113:460-467
This article highlights the importance of re-defining units unconventionally with fractions. We provide three examples of tasks Grade 5 students engaged in; we highlight the creative ways that they flexibly re-defined units and engaged deeply with fr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ece1cebe1d0b4a20d3013a2861694ee4
https://doi.org/10.5951/mtlt.2018.0035
https://doi.org/10.5951/mtlt.2018.0035
Publikováno v:
International Journal of Mathematical Education in Science and Technology. 52:349-376
In this article, we report the findings of a study conducted with 6 Grade 8 students in the United States. The students posed stories for open number sentences involving addition and subtraction of...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3b0b7015781410114bdbb530667fda2a
https://doi.org/10.1080/0020739x.2019.1685136
https://doi.org/10.1080/0020739x.2019.1685136
Autor:
Nicole M. Wessman-Enzinger
Publikováno v:
Mathematics Teaching in the Middle School. 24:266-272
When solving temperature problems with negative integers, number sentences may be mathematically equivalent but not contextually equivalent.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bcf41e07e3af8a060d9b02d82e63da55
https://doi.org/10.5951/mathteacmiddscho.24.5.0266
https://doi.org/10.5951/mathteacmiddscho.24.5.0266
Autor:
Nicole M. Wessman-Enzinger
Publikováno v:
The Journal of Mathematical Behavior. 53:105-128
Three Grade 5 children participated in a microgenetic study embedded in 12-week teaching experiment on integer addition and subtraction. They solved open number sentences in four individual sessions across the 12-weeks and produced drawings. Through
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7ffd828e94174c6ee759ca58b9bee857
https://doi.org/10.1016/j.jmathb.2018.03.010
https://doi.org/10.1016/j.jmathb.2018.03.010
In this practical guide, authors Wessman-Enzinger and Gerstenschlager provide a foundation for celebrating mathematical mistakes and offer several strategies and task structures that encourage creative and flexible mathematical reasoning. Part of the
Publikováno v:
Borders in Mathematics Pre-Service Teacher Education ISBN: 9783030442910
As social media has grown, participation in virtual communities focused on the teaching and learning of mathematics has become a norm within the field of mathematics education. Little work has been done within the field to understand the evolving lan
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4743469a9057ddb1369767634d7a3dc6
https://doi.org/10.1007/978-3-030-44292-7_10
https://doi.org/10.1007/978-3-030-44292-7_10
Publikováno v:
Teaching Children Mathematics. 24:218-222
Have you ever looked at your students working in groups and wondered, “How can I ensure that all of my students are involved in solving this task?” With similar concerns, we found ourselves talking about complex instruction (Featherstone et al. 2
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2a8b6665dc80c20fb1de695247a62ba
https://doi.org/10.5951/teacchilmath.24.4.0218
https://doi.org/10.5951/teacchilmath.24.4.0218