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Extra resources for (83, 64)-Konfigurationen in Laguerre-, Mobius-und weiteren Geometrien
Tommy and the other members of the group looked puzzled by this finding. At this point I noticed that the bell would ring any minute. I told students that for homework they should continue to think about the Exploring Area and Perimeter—The Case of Isabelle Olson problem, consider what steps their group should take the next day, and come to class prepared to share some ideas with their group. 26. 27. Reflecting on the first day. Although I thought that the openendedness of the problem might throw students, I was really surprised that they didn’t know that two figures could have the same perimeter but have different areas.
Toby said that they were going to try some other ones to see if they noticed any patterns.
2000). Facilitating meaningful discussion of mathematics. Mathematics Teaching in the Middle School, 6, 122–125. In this article, the author introduces a framework for organizing classroom discussions that are based on students’ ideas and are mathematically productive. The author describes three phases of effective whole-class discussions: generating ideas, comparing and evaluating ideas, and focusing the range of ideas. A lesson from an 8th-grade classroom is used to illustrate these three phases.