Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

2009

Secondary Education and Teaching

Mathematics Education

Articles 1 - 4 of 4

Full-Text Articles in Education

Mathematical Habits Of Mind, Kien H. Lim, Annie Selden Sep 2009

Mathematical Habits Of Mind, Kien H. Lim, Annie Selden

Kien H Lim

The idea of “mathematical habits of mind” has been introduced to emphasize the need to help students think about mathematics “the way mathematicians do.” There seems to be considerable interest among mathematics educators and mathematicians in helping students develop mathematical habits of mind. The objectives of this working group are: (a) to discuss various views and aspects of mathematical habits of mind, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. To facilitate the discussion during the working group meetings, we provide an overview of mathematical habits of mind, …

Go to article

Mathematical Habits Of Mind: A Working Group At The 2009 Pme-Na Conference, Kien Lim, Annie Selden Aug 2009

Mathematical Habits Of Mind: A Working Group At The 2009 Pme-Na Conference, Kien Lim, Annie Selden

Kien H Lim

The objectives of this working group are: (a) to discuss various views and aspects of mathematical habits of mind, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. To facilitate the discussion during the working group meetings, we provide an overview of mathematical habits of mind, including concepts that are closely related to habits of mind—ways of thinking, mathematical practices, knowing-to act in the moment, cognitive disposition, and behavioral schemas. We invite mathematics educators who are interested in habits of mind, and especially those who have conducted research related …

Go to article

Provoking Intellectual Need Aug 2009

Provoking Intellectual Need

Kien H Lim

According to Harel's Necessity Principle (1998) “students are most likely to learn when they see a need for what we intend to teach them, where by need is meant intellectual need, not social or economic need” (p. 501). Intellectual need for a particular mathematical concept is an internal drive experienced by a learner to solve a problem. In this paper, I discuss how tasks can be designed to provoke the intellectual need for two mathematical ideas, prime factorization and lowest common multiple.

Go to article

Burning The Candle At Just One End: Using Nonproportional Examples Helps Students Determine When Proportional Strategies Apply, Kien H. Lim Mar 2009

Burning The Candle At Just One End: Using Nonproportional Examples Helps Students Determine When Proportional Strategies Apply, Kien H. Lim

Kien H Lim

In learning proportions students must understand what makes a situation proportional. If all the missing-value problems encountered by middle-school students involve proportional situations, then there is no need for students to check the equivalence of the two ratios in the proportion they set up. The use of non-proportional situations presents a need for students to analyze the problem situation, determine the manner in which quantities co-vary, and identify the relationship that is invariant.

Go to article