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Main Curriculum Tie:
Background For Teachers:
Intended Learning Outcomes:
Ask the students how much rice they think the wise man will receive before the chessboard is full. Was it a good request for his reward? Why were the counselors and nobles laughing at the wise man’s request?
The class will see if the wise man’s request was truly wise after the activity.
Brenner, M.E. (1995) The Role of Multiple Representations in Learning Algebra. http://eric.ed.gov ERIC # ED391659
Prealgebra students learned about functions by representing problems in multiple formats. Students’ learning that was anchored by a meaningful thematic context had gains in translating word problems into equations, tables, and graphs. The same results were found in lower achieving students and language-minority students.
Capraro, R.M., Kulm, G. & Caprano, M.M. (2002) Investigating the Complexity of Middle Grade Students’ Understanding of Mathematical Constructs: An example from Graphic Representation. http://eric.ed.gov ERIC # ED465799
This study examined four components of prior understanding required for graphic representation: coordinate relationships, graphs showing a variety of relationships, reading simple tables, and graphic displays.
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