LEADER 05665nam 2200685 a 450 001 9910451805503321 005 20200520144314.0 010 $a981-4405-43-4 035 $a(CKB)2550000000101859 035 $a(EBL)919152 035 $a(OCoLC)794328437 035 $a(SSID)ssj0000739002 035 $a(PQKBManifestationID)12368502 035 $a(PQKBTitleCode)TC0000739002 035 $a(PQKBWorkID)10672527 035 $a(PQKB)10763491 035 $a(MiAaPQ)EBC919152 035 $a(WSP)00002723 035 $a(Au-PeEL)EBL919152 035 $a(CaPaEBR)ebr10563569 035 $a(CaONFJC)MIL505503 035 $a(EXLCZ)992550000000101859 100 $a20120611d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aReasoning, communication and connections in mathematics$b[electronic resource] $eyearbook 2012 : Association of Mathematics Educators /$feditors, Berinderjeet Kaur, Toh Tin Lam 210 $aSingapore $cWorld Scientific Pub. Co.$d2012 215 $a1 online resource (335 p.) 300 $aDescription based upon print version of record. 311 $a981-4405-41-8 320 $aIncludes bibliographical references. 327 $aContents; Chapter 1 Reasoning, Communication and Connections in Mathematics: An Introduction Berinderjeet KAUR TOH Tin Lam; 1 Introduction; 2 Mathematical Tasks; 3 Classroom Discourse; 4 Connections Within and Beyond Mathematics; 4 Some Concluding Thoughts; References; Chapter 2 The Epistemic Framing of Mathematical Tasks in Secondary Three Mathematics Lessons in Singapore Ridzuan Abdul RAHIM David HOGAN Melvin CHAN; 1 Introduction; 2 Epistemic Framing 1: Knowledge Focus; 3 Epistemic Framing 2: Domain-Specific Knowledge Practices 327 $a4 Tying the Epistemic Knot: Structural Equation Models of Knowledge Focus and Knowledge Practices5 Conclusion; Acknowledgement; References; Chapter 3 Modifying Textbook Exercises to Incorporate Reasoning and Communication into the Primary Mathematics Classroom Denisse R. THOMPSON; 1 Introduction; 2 Reasoning and Communication as Essential Mathematical Processes; 3 Strategies for Modifying Textbook Exercises; 3.1 Reframe a basic problem by including one or more conditions; 3.2 Use relationships to find patterns or predict other results; 3.3 Generate conjectures for students to investigate 327 $a3.4 Encourage students to solve a problem in multiple ways3.5 Evaluate student solutions; 3.6 Write a question appropriate for a given answer; 3.7 Connect procedural and conceptual knowledge; 4 Conclusion; References; Chapter 4 Some "What" Strategies that Advance Reasoning and Communication in Primary Mathematics Classrooms Berinderjeet KAUR; 1 Mathematical Tasks; 2 "What..." Strategies; 2.1 What number makes sense?; 2.2 "What's wrong?"; 2.3 "What if?"; 2.4 "What's the question if you know the answer?"; 3 A Primary One Mathematics Lesson; 3.1 Objectives of the tasks 327 $a3.2 How the tasks were enacted3.3 Teacher's self-evaluation of her lesson; 4 Conclusion; Acknowledgement; References; Chapter 5 Reasoning and Justification in the Secondary Mathematics Classroom Denisse R. THOMPSON; 1 Introduction; 2 Importance of the Textbook in Providing Opportunities for Reasoning; 3 Aspects of Reasoning to Incorporate into the Curriculum; 3.1 Finding counter examples; 3.2 Investigating conjectures; 3.3 Making conjectures; 3.4 Developing arguments; 3.5 Evaluating arguments; 3.6 Correcting mistakes in reasoning; 4 Including Reasoning in Assessment; 5 Conclusion; References 327 $aChapter 6 LOGO Project-Based Mathematics Learning for Communication, Reasoning and Connection Hee-Chan LEW In-Ok JANG1 Introduction; 2 Characteristics of LOGO; 3 LOGO Project-Based Learning for the Elementary Students; 4 Some Results of the Pilot Lesson Study; 4.1 Planning and implementing strategies; Analogy; Generalization; Critical thinking; Progressive thinking; 4. 2 Debugging strategies; Visualization; Empirical inference; 5 Conclusion; References; Appendix A: Tasks Used in LOGO Project- Based Learning; Appendix B: One Final work of LOGO Project-Based Mathematics Learning 327 $aChapter 7 Reasoning, Communication and Connections in A-Level Mathematics TOH Tin Lam 330 $aThis fourth volume in the series of yearbooks by the Association of Mathematics Educators in Singapore entitled Reasoning, Communication and Connections in Mathematics is unique in that it focuses on a single theme in mathematics education. The objective is to encourage teachers and researchers to advance reasoning, communication and connections in mathematics classrooms. Several renowned international researchers in the field have published their work in this volume. The fifteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with i 606 $aMathematics$xStudy and teaching 606 $aReasoning$xStudy and teaching 606 $aCommunication$xStudy and teaching 608 $aElectronic books. 615 0$aMathematics$xStudy and teaching. 615 0$aReasoning$xStudy and teaching. 615 0$aCommunication$xStudy and teaching. 676 $a382.01/5195 676 $a510.07 701 $aKaur$b Berinderjeet$f1955-$0874790 701 $aToh$b Tin Lam$0874791 712 02$aAssociation of Mathematics Educators (Singapore) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910451805503321 996 $aReasoning, communication and connections in mathematics$91953044 997 $aUNINA