algebra i lesson study – introduction to factoring ... · 12/12/2016 · algebra i lesson study...
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AlgebraILessonStudy–IntroductiontoFactoringQuadraticExpressionsDecember12,2016
ResearchQuestionWhatcharacteristicsofinitialtasksandteacheractionsallowstudentstodevelopconceptualunderstandingoffactoringquadraticexpressions?
Teachersinthisresearchlessonconcludedthatteachersshouldconsiderthefollowingregardinginitialtasksforfactoringquadraticexpressions:
• Effectivetasksshouldbeintroducedwithsomeopportunitiesforstudentmisconceptionstoarisethatareimportantinmakingprogresstowardsthemathematicalgoalsuchasmisapplyingproceduresforaddingliketerms,misapplyingpropertiesofexponents,etc.Limitingthenumberofalgebratilestoasmallnumbertostart,allowsstudentstofocusonimportantmathematicalconceptsthatdefineeachoftheterms.
• Effectivetasksshouldnotprescribeforstudentshowtothinkorrepresenttheirideas.• Algebratilesallowstudentstobuildontheirunderstandingofareatohaveavisual
representationofquadraticexpressions.• Effectivetasksshouldallowforopportunitiestoseetheconnectionbetweenvisual
representationsofquadraticexpressionsinstandardformandfactoredform.• Requiringthevisualandconcreterepresentationsinthetaskallowsforastartingpoint
forstudents,butalsoactsasacatalystforallowingmisconceptionstomanifestwhen
studentsareaskedtoproduceasymbolicrepresentation(quadraticexpression)ofthevisual.Thoserepresentationsthenserveasasupportforstudentstoreasonaboutboththegradelevelcontent,andpreviousyears’content(propertiesofexponents).
• Thefocusonthetasksshouldemphasizeequivalentexpressions,butnotsimplifyingsincesomeexpressionsaremoreusefulinfactoredform,standardform,vertexform,etc.
Theteachershouldalsoconsiderthefollowingteacheractions:
• Havingstudentstalkabouttheirideasdeepenstheirunderstanding.Ifwehavestudentswritewithouttalkingabouttheirthinking,reflectiononwhattheydoanddon’tunderstandwouldbelimited.(SMP3andSMP6)
• Whenaskingaquestionfortheclasstothinkabout,ithelpstohavestudentswritetheirownthoughtsfirst,beforediscussingwiththeirclassmates.Thisseemstoallowthemtogatherthoughtsbeforeverbalizing,whilegivingtheteacherabetterideaofwhateachstudentunderstands.
• Afteraskingthestudentstothink,write,thendiscusstheirideaswiththeirpeers,awholeclassdiscussioncanensue.However,whenstudentsdiscusstheirideasasawholeclass,itcanbehelpfultore-phrasewhatstudentssay,andaskfollow-upquestionssuchas“whatdoyoumean,whatdoeshe/shemean,whydoyouthink___,whatelsecouldwedo,howwouldwerepresent___”.Thesethenleadtoanotheropportunityforstudentstodiscusstheirthoughtswitheachother.Thiscyclethenproducesthebuildingofsharedunderstandingsthatoriginatesinthestudents’reasoning.
• Whentheteacherasksquestionsthatfocusstudentsoneachothers’thinking,thestudents’developadeeperlevelofunderstanding.Byhavingstudentsdiscusswhattheirpeersarethinking,theyaremorelikelytotrytounderstandthecontentbetterastheycanseeotherstudentsdoingthethinking,whichimpliesthattheythemselvescanalsodothemathematicalthinking.(SMP1)