|
Practice Tests
Chapter 2: Focusing Instruction on Key Ideas and Key Processes
- Which one or two geometry key ideas do you think is (are) most important?
Why?
- Look at the chapter problem, part b. What kind of conjecture might
you have made to solve it after you had solved part a? How could you
(or did you) test your conjecture?
- Consider the pattern and algebra strand. Provide an example of an
activity to elicit connections either to other mathematical concepts,
other subjects, or everyday experiences. Indicate why you think the
activity elicits connections. Indicate if the activity is also likely
to elicit other processes. If so, tell which ones and why.
- Why would it not be appropriate to call multiplication a key idea
in number?
- What are some potential benefits of emphasizing processes as well
as content when planning mathematics instruction?
|
|
