Contextualizing Explanations to Support Sense Making

Author:
Luke T. Reinke University of North Carolina, Charlotte, NC

Search for other papers by Luke T. Reinke in
Current site
Google Scholar
PubMed
Close
,
Michelle L. Stephan University of North Carolina, Charlotte, NC

Search for other papers by Michelle L. Stephan in
Current site
Google Scholar
PubMed
Close
, and
Jerold R. Griggs Brown High School, Kannapolis, NC

Search for other papers by Jerold R. Griggs in
Current site
Google Scholar
PubMed
Close

Many teachers use problems set in real or imaginary contexts to make mathematics engaging, but these problems can also be used to anchor conceptual understanding.

Supplementary Materials

    • Supplemental file (1,755 KB)
  • Collapse
  • Expand
Mathematics Teacher: Learning and Teaching PK-12
  • Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Kluwer.

  • Lamon, S. (1993). Ratio and proportion: Connecting content and children’s thinking. Journal for Research in Mathematics Education, 24(1), 4161. https://doi.org/10.2307/749385

    • Search Google Scholar
    • Export Citation
  • Lamon, S. (2020). Teaching fractions and ratios for understanding (4th ed.). Routledge.

  • Lobato, J., Ellis, A., & Zbiek, R. M. (2010). Developing essential understanding of ratios, proportions, and proportional reasoning for teaching mathematics: Grades 6–8. National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation
  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. https://thecorestandards.org/Math

  • O’Connor, C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology & Education Quarterly, 24(4), 318335. https://doi.org/10.1525/aeq.1993.24.4.04x0063k

    • Search Google Scholar
    • Export Citation
  • Reinke, L., Stephan, M., Ayan-Civak, R., & Casto, A. (2023). Teachers’ press for contextualization to ground students’ mathematical understanding of ratio. Journal of Mathematics Teacher Education, 26, 335361. https://doi.org/10.1007/s10857-022-09531-w

    • Search Google Scholar
    • Export Citation
  • Schoenfeld, A. H. (1989). Problem solving in context(s). In R. Charles & E. Silver (Eds.), The teaching and assessing of mathematical problem solving (Vol. 3, pp. 8292). National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation
  • Skemp, R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 2026.

  • Stephan, M., Reinke, L., & Cline, J. (2020). Beyond hooks: Real world contexts as anchors for instruction. Mathematics Teacher: Learning and Teaching PK–12, 113(10), 821827. https://doi.org/10.5951/MTLT.2019.0294

    • Search Google Scholar
    • Export Citation
  • Thompson, P. (1994). The development of the concept of speed and its relationship to concepts of rate. In G. Harel & E. Confrey (Eds.), The development of multiplicative reasoning in the learning of mathematics (pp. 179234). SUNY Press.

    • Search Google Scholar
    • Export Citation
  • Verschaffel, L., Greer, B., & De Corte, E. (2000). Making sense of word problems. Swets & Zeitlinger B.V.

All Time Past Year Past 30 Days
Abstract Views 234 234 234
Full Text Views 110 110 110
PDF Downloads 154 154 154
EPUB Downloads 0 0 0