Learning from the Unknown Student
Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.
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| Veröffentlicht in: | Teaching children mathematics 2016-09, Vol.23 (2), p.74-81 |
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| container_end_page | 81 |
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| container_issue | 2 |
| container_start_page | 74 |
| container_title | Teaching children mathematics |
| container_volume | 23 |
| creator | Barlow, Angela T Gerstenschlager, Natasha E Harmon, Shannon E |
| description | Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others. |
| doi_str_mv | 10.5951/teacchilmath.23.2.0074 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 1073-5836 |
| ispartof | Teaching children mathematics, 2016-09, Vol.23 (2), p.74-81 |
| issn | 1073-5836 2327-0780 |
| language | eng |
| recordid | cdi_proquest_journals_1824266414 |
| source | JSTOR Mathematics & Statistics; JSTOR Archive Collection A-Z Listing |
| subjects | Critical Thinking Criticism Educational Strategies Elementary Schools Error Correction FEATURES Graph theory Legs Mathematical Concepts Mathematical Logic Mathematical problems Mathematics Mathematics Activities Mathematics education Mathematics Instruction Mathematics Skills Mathematics teachers Peer Evaluation Problem solving Quilts Reasoning Student Developed Materials Teaching Methods |
| title | Learning from the Unknown Student |
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