In the twenty-first century, mathematics education must take on a different form. Teachers are no longer expected to simply be a dispenser of information; new models of teaching and learning are needed that align with best practices and the standards of the National Council of Teachers of Mathematics (NCTM).
A. Provide an accurate, secondary-level problem appropriate for a problem-based learning activity in numbers or algebra by doing the following:
1. Provide a traditional procedural mathematics problem that could be improved by being transformed into a discovery problem.
a. Discuss shortcomings of using this problem when teaching for understanding.
2. Modify the problem you provided in part A1 so that it better serves students when teaching for understanding.
a. Explain how the modified problem promotes student engagement.
b. Explain how the modified problem promotes problem-solving or reasoning skills.
c. Explain how the modified problem promotes a deeper understanding of the mathematical concepts.
B. Discuss how teaching mathematics for understanding provides opportunities for all students to become mathematically proficient, as it relates to your modified problem from part A2.
C. When you use sources, include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.
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