Are your students problem performers or problem solvers?

• Autores: Angela T. Barlow, Matthew Duncan, Alyson E. Lischka, Kristin S. Hartland, James C. Willingham
• Localización: Teaching Children Mathematics, ISSN 1073-5836, Vol. 23, Nº 9, 2017, págs. 550-558
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Miss Henry wanted to use a problem-solving context for introducing division with fractions to her students. She selected the Peach students. After reading the problem, Henry engaged her students in a discussion of the context, the idea of two-thirds of a peach, and the purpose of the problem. Next, she asked students to think of strategies they could use to represent and explore the problem. Here, Barlow et al offer three strategies that they have found to be useful in scaffolding students toward exploration of a problem.