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Inquiry-Discourse Mathematics Instruction

Azita Manouchehri 

November 2007, Volume 101, Issue 4, Page 290

Abstract:
An example of displaying cereal boxes in a triangular shape for a grocery store as a way of discussing mathematical discourse in the classroom. Efforts at implementing inquiry- and discussion-based mathematics instruction in one classroom illustrate how unexpected interpretations of one problem by students provided an opportunity to extend their mathematical investigations. Also presented are the particular demands that building on students' ideas places on curriculum and instruction. Several classroom based activities are explained along with sample student work, data, and discussions.

Keywords:
Article
Algebraic Patterns
Grades 9-12
Teacher
Modeling
Manipulatives
Problems
Problem Solving / Problem Posing