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 & Learning Conference (Archived): Vol. 2, Article 4.
DOI: 10.20429/stem.2018.020104
Available at:
https://digitalcommons.georgiasouthern.edu/stem_proceedings/vol2/iss1/4
Supplemental Reference List with DOIs
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