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Background For Teachers:
Intended Learning Outcomes:
Van Zoest, L. & Enyart, A. (1998). Discourse, of course: encouraging genuine mathematical conversations, Mathematics Teaching in the Middle Schools,4(3), 151-157.
Students should be encouraged to defend, question, and clarify their mathematical ideas. Discussion is one of the most important components to students gaining mathematical understanding. If they can express themselves orally, then journaling becomes easier. Teachers should listen carefully to the students’ ideas. The teacher’s role is to facilitate discussion, providing information, clarification, and modeling if needed. Students are to investigate, form conjectures, and determine mathematical evidence to be used in their discussions and journaling.
NCTM. (2000). Principles and Standards for school mathematics. (Online at http://standards.nctm.org/).
In learning measurement, students should be actively involved, drawing on familiar and accessible contexts, e.g., body parts. The first step is to understand measurable attributes of objects and the units of measurement—both customary and metric. Measurement is the bridge from number sense to geometry. Connection(s) must be made to realworld applications. Students should investigate a wide variety of applications.
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