Selecting, Sequencing, and Connecting: Using Technology to Support Area Measurement through Tasks, Strategies, and Discussion

Authors

Eryn M. Stehr, Georgia Southern UniversityFollow
Jia He, Augusta UniversityFollow
Ha Nguyen, Georgia Southern UniversityFollow

Abstract

This paper supports grades 3-5 mathematics teachers and considers how technology in the classroom can be used to support "low threshold, high ceiling" tasks and productive discussion. We present a description of a card-sorting task to support the “5 Practices of Productive Mathematics Discussions” focused on an online task designed to: be open to multiple levels of strategies, reveal misconceptions, and support students in developing more sophisticated conceptual understandings of area measurement. We present a sampling of strategies created by teachers (who were pretending to be elementary students) in past activities. We discuss approaches to connecting strategies for deeper understanding of area measurement.

First Page

12

Last Page

23

DOI

10.20429/stem.2018.020104

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Recommended Citation

Stehr, Eryn M.; He, Jia; and Nguyen, Ha (2018) "Selecting, Sequencing, and Connecting: Using Technology to Support Area Measurement through Tasks, Strategies, and Discussion," Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019): Vol. 2, Article 4.
DOI: 10.20429/stem.2018.020104
Available at: https://digitalcommons.georgiasouthern.edu/stem_proceedings/vol2/iss1/4