By Edgar L. Edwards
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Extra resources for Algebra for Everyone: In-Service Handbook
Do the tasks posed help students to consider connections to previously learned mathematics or to explore ideas that will be the subject of upcoming study? • Do the tasks posed show mathematical connections to other school subjects or to valuable applications of mathematics? • Do the tasks posed push students to consider their emerging knowledge from a new perspective? • Are developing concepts surrounded by many situations that deepen meaning? • Are procedures developed and used flexibly in such a way that students see the 36 ALGEBRA Fon Evranyorra power of the creation of procedures and the need to judge the appropriateness or inappropriateness of a procedure in particular situations?
Maletsky. Teaching Mathematics. : Prentice-Hall, 1988. Steen, Lynn Arthur. " Science, 29 April 1988, pp. 611-16. Travers, Kenneth J. , Second Study 0f Mathematics: Summary Rep0rt—United States. Champaign: University of Illinois, 1985. Usiskin, Zalman. 8—19. Reston, Va: The Council, 1988. 4 DAvno J. Gmrzsn GLENDA LAPPAN The N CTM’s Curriculum and Evaluation Standards for School Mathematics (Standards ) (1989) presents a vision of mathematical power for students that forces us to rethink in fundamental ways what is important for students to know and be able to do in mathematics.
Do they explore along the way and around the Yellowstone Park area? How many miles per day do they average over the eight days? The students could also be asked to describe more generally how to figure the bill for each car-rental agency (write the function) and to describe under what circumstances, if any, each dealer has the best rates. Graphing the three functions gives a picture that allows quick visual comparisons. Reverse the Directions The following examples of problems that can be used to maintain skills while deepening understanding use reversing the directions as a context for exploration.
Algebra for Everyone: In-Service Handbook by Edgar L. Edwards