• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The Australian mathematics teacher: amt >SEEING MATHEMATICS THROUGH A NEW LENS USING PHOTOS IN THE MATHEMATICS CLASSROOM
【24h】

SEEING MATHEMATICS THROUGH A NEW LENS USING PHOTOS IN THE MATHEMATICS CLASSROOM

机译：在数学课堂中使用照片通过全新的镜头查看数学

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Over the last decade, many teachers have embraced the challenge of incorporating open-ended problems in the mathematics classroom. Open-ended problems, compared to closed problems, present students with varied approaches or multiple solutions to a problem. Research suggests that using open-ended problems in the classroom is an effective teaching strategy for establishing, consolidating, extending, reinforcing and reflecting on mathematical concepts (Busatto, 2004). Through open-ended problems students are presented with opportunities to explore varied strategic approaches and encouraged to think flexibly about mathematics. However, for teachers, particularly those more familiar with closed mathematics problems, learning to develop and pose open-ended problems is not a trivial activity and can prove to be a difficult task.
机译：在过去的十年中，许多老师已经接受了将开放式问题纳入数学课堂的挑战。与封闭式问题相比，开放式问题为学生提供了解决问题的多种方法或多种解决方案。研究表明，在课堂上使用开放式问题是建立，巩固，扩展，加强和反思数学概念的有效教学策略（Busatto，2004年）。通过开放式问题，学生有机会探索各种战略方法，并鼓励他们灵活地思考数学。但是，对于教师，特别是那些对封闭数学问题更熟悉的教师，学习发展和提出开放性问题并不是一件容易的事，并且可以证明是一项艰巨的任务。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号