![]() ![]() ![]() Traditional instruction often providesa "sanitized" version of mathematics that is logically correctand summative in nature but not always representative of the events leadingto a solution. Why is the solution of this problem so important? Perhaps because the eventsillustrated here reflect the sequence that actually took place and appearinconsistent with strategies used in traditional instruction but consistentwith NCTM (1989) recommendations. An alternative explorationwith this same problem environment is given by Wilson ( 1996). We attribute thephenomenon to our interaction with each other, the technological tools weused, and the reflection time between contacts. The phenomenon emerged when we realized our discoveriesbegged for us to question and generate a general case. The intent in writing this paper is to document events when two problemsolvers work collaboratively in the pursuit of a suitable model and solution.We were simply trying to build a solution to a relatively simple problemthat became a phenomenon. University of Minnesota - Duluth and Jim Hirstein Capturing Area and a Solution by Lyle Pagnucco
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