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Background For Teachers:
Intended Learning Outcomes:
Have students make a list of items they think weigh one gram. Discuss the lists as a class. Does everyone agree? Why or why not? Have students make a list of items they think weigh one kilogram. Discuss as a class.
Lo, J.J. (1991). Learning To Talk Mathematics. ERIC # ED334073. Retrieved December 14, 2005, from http://www.eric.ed.gov
This study focused on mathematical discourse, with the main goal being both the characterization of the potential learning opportunities and the inference of students’ construction of mathematical meanings. Results indicate that classroom mathematical discourse is a rich environment for both student growth and mathematical learning, which was confirmed by more elaborate schema for mathematical reasoning and problem solving.
Ball, D. (1991). What’s all this talk about discourse? Professional Standards for Teaching Mathematics. National Council of Teachers of Mathematics, 1991.
Deborah Ball defines “discourse” as described by the NCTM Standards. A discussion taken from her classroom, along with entries from her teaching journal, illustrate how thoughtful discourse can be used to help students learn to discuss and understand mathematics concepts.
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