Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Terry Wyberg"'
Autor:
Chelsey Fagerlund, Kathleen A. Cramer, Christy Pettis, Terry Wyberg, Debra Monson, Susan Ahrendt
Publikováno v:
Investigations in Mathematics Learning. 11:180-194
This paper shares how fourth grade students solved a unique type of number line task. Instead of giving students the unit and asking them to locate a fraction on the number line, students were given two points on the number line and asked to either f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6307df172326c4d5c363cf568282071f
https://doi.org/10.1080/19477503.2018.1434594
https://doi.org/10.1080/19477503.2018.1434594
Publikováno v:
Investigations in Mathematics Learning. 9:19-37
Researchers collaborated with a team of third-grade teachers in an urban district in the Upper Midwest to examine misunderstandings among students when using the number line as a model for fractions. Researchers looked closely at how the number line
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::18c8c1a2affe4e7fc4eb360f41032108
https://doi.org/10.1080/19477503.2016.1245035
https://doi.org/10.1080/19477503.2016.1245035
Publikováno v:
Mathematics Teaching in the Middle School. 17:288-294
Help students understand an important algorithm by using a piece of paper and a number line.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b46dbe9c662598ef424ca14889088185
https://doi.org/10.5951/mathteacmiddscho.17.5.0288
https://doi.org/10.5951/mathteacmiddscho.17.5.0288
Publikováno v:
Mathematics Teaching in the Middle School. 15:338-346
See how a class of sixth graders used concrete and pictorial models to build meaning for arithmetic operations with fractions.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::99de27833e653a259fef98997ec6abaa
https://doi.org/10.5951/mtms.15.6.0338
https://doi.org/10.5951/mtms.15.6.0338
Publikováno v:
Teaching Children Mathematics. 16:106-117
Put a twist on the familiar 10 × 10 grid model to build your students' understanding of effective decimal models.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4d8f9102789a51b912df51a582bb9f80
https://doi.org/10.5951/tcm.16.2.0106
https://doi.org/10.5951/tcm.16.2.0106
Publikováno v:
Mathematics Teaching in the Middle School. 13:490-496
Why do so many middle school students find fraction addition and subtraction difficult despite the fact that they have studied this topic since third or fourth grade? The Rational Number Project (RNP) (Cramer and Henry 2002; Cramer, Post, and delMas
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9fc44aad2ff0d440c55e1ec5f5086bc3
https://doi.org/10.5951/mtms.13.8.0490
https://doi.org/10.5951/mtms.13.8.0490
Autor:
Terry Wyberg, Jeremy A. Kahan
Publikováno v:
The Mathematics Teacher. 96:328-332
In this article, we discuss the World Series problem, which we have used many times in our work with preservice and in-service teachers of secondary mathematics. This problem yields to multiple approaches. Furthermore, the history of the underlying p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6cbe08a67680c7fe88d30f440cf500d0
https://doi.org/10.5951/mt.96.5.0328
https://doi.org/10.5951/mt.96.5.0328
Autor:
Terry Wyberg, Jeremy A. Kahan
Publikováno v:
The Mathematics Teacher. 95:26-31
In this article, we discuss the spot problem, which we have used many times in our work with preservice and in-service teachers of secondary mathematics. This problem appeals to us because of its multiple connections. First, it illustrates that patte
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4fee5d90057d576546406f3b68f72e7f
https://doi.org/10.5951/mt.95.1.0026
https://doi.org/10.5951/mt.95.1.0026
Publikováno v:
Mathematical Thinking & Learning; Oct-Dec 2021, Vol. 23 Issue 4, p346-348, 3p
Autor:
Mangiante, Elaine Silva
Publikováno v:
International Journal of Learning: Annual Review; 2020, Vol. 27 Issue 1, p37-49, 13p