By Smirnov V. A.
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Extra info for A-Simplicial Objects and A-Topological Groups
5 square centimeters, but—as I suspected—their answers varied with respect to the area of the same shape in terms of square millimeters. Many of the students had 175 square millimeters; an almost equal number, however, had 1,750 square millimeters. I decided that I would try to orchestrate a discussion in which students felt obligated to determine which was the correct answer and to convince others of their position. Basically, I wanted to set up an argument and let them play it out. This would give them practice in citing mathematical evidence to back up their own claims or to dispute the claims of others.
To give students the opportunity to struggle in order to learn that perseverance would lead to satisfying conclusions. ” I began to realize that even this question appeared to be too remote to steer the students in the right direction. Most of the students insisted that their particular construction covered the most area. ” I returned to Tommy’s group after stopping to check on each of the other groups. They appeared not to have made much progress since my first visit. I again asked the group how they knew that the pen they had built provided the largest amount of room possible with 300 yards of fence.
She had worked hard to help her students understand that it is all right to struggle with mathematics, and that through struggling you often learn something important. She believed that students gain confidence in themselves as learners and doers of mathematics by having success with problems that they first have to struggle to figure out. This, she thought, was how you really empowered students. Isabelle Olson Talks About Her Class 5. It is the end of April and in 6 weeks school will be over for the year.