Abstract
This paper supports grades 3-5 mathematics teachers and considers how technology in the classroom can be used to support "low threshold, high ceiling" tasks and productive discussion. We present a description of a card-sorting task to support the “5 Practices of Productive Mathematics Discussions” focused on an online task designed to: be open to multiple levels of strategies, reveal misconceptions, and support students in developing more sophisticated conceptual understandings of area measurement. We present a sampling of strategies created by teachers (who were pretending to be elementary students) in past activities. We discuss approaches to connecting strategies for deeper understanding of area measurement.
| Original language | American English |
|---|---|
| Journal | Proceedings of the Interdisciplinary STEM Teaching and Learning Conference |
| Volume | 2 |
| DOIs | |
| State | Published - Jan 1 2018 |
Disciplines
- Science and Mathematics Education
- Education
- Mathematics
Keywords
- Area measurement
- Productive discussion
- Open tasks
- Technology
Fingerprint
Dive into the research topics of 'Selecting, Sequencing, and Connecting: Using Technology to Support Area Measurement through Tasks, Strategies, and Discussion'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver