FOCUS ISSUE: CALCULATORS || Problem Solving: Tips For Teachers

• Published on
15-Jan-2017

• View
214

1

Embed Size (px)

Transcript

• Problem Solving: Tips For TeachersAuthor(s): Phares G. O'Daffer, Joan Duea and Earl OckengaSource: The Arithmetic Teacher, Vol. 34, No. 6, FOCUS ISSUE: CALCULATORS (February 1987),pp. 44-45Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41193095 .Accessed: 17/06/2014 09:18

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org.

.

National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extendaccess to The Arithmetic Teacher.

http://www.jstor.org

This content downloaded from 185.44.79.146 on Tue, 17 Jun 2014 09:18:26 AMAll use subject to JSTOR Terms and Conditions

• Problem totoing Tip> For Teacher}

44 Arithmetic Teacher

f // ^ Let your students use a calculator with this experi- I l //Strategy Spotlight Ik^ ''^7^^^^^^^^^HIH^^HHHHIHIHHII Experiment 2 I

| USII1J 3 VsCllCUIclIOr Collect some data. How many times does your I ^^^B heart beat in 1 minute? I

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ My heart beats times in 1 minute. I (number) I

Consider the following experiments to see how the u ,. . ^ , , . . , o I calculator makes it easy to use the answer to one

" u How many times ,. would your heart . ^ beat , , in . 1

. hour? , o

problem to solve another problem. If a calculator with My heart W0U|d beat times n 1 hour. a memory is available, the answer to the first problem (number) can be stored in the memory and easily recalled for m How many hours wou|d jt take your heart t0 beat use in the problems that follow. ilCfflffiffil, 1 00 00 times?

Experiment 1 /|| VatCvw* '' W0Uld take hours. / III t* CoHjS^ (number) I

Collect some data. How many times / III 7^ CnoJJ^^ ^^^^^^^^^^^^^^^^^^^^_ can you write your name in 1 / |f>/s*,^2flP'^ ^^^^^^^^^^^^^^^^^^^^_ ^^^^^^^F^^^^T^^^^^^B I

I can write my name . ^^^^^B T ^/X^^^l I times in 1 minute.

(number) ^ .

-*^^ ^^^B ) V%^^^^^H How many times can you write your . ^^^^ ^^^^^V/ ^^^^^^^^^^H I name in 1 hour? preSs 60 0 number El ^^^m ^vStf^^^^^^H

f ' to find how many times. ^^^^m ^w^v^* ^^^^^^^H I I can write my name f ' i , v , I ^^^m t^^* ^^^^^H I times in 1 hour. (number) ' ^ p=^J=^|

v , ^W ^^^^ ^^H

How many hours would it take you > K ^m ^^^^^^^H^^^. ^^ to write your name 5000 times? ' K __^^^^^^^^^^^^k_l

' S S S S You may also wish t0 ask students t0 formulate other L^sUltowSemmy (number) | '

l"""J experimental problems like these ' and extensions to name 5000 times. ' I Press 5000 0 number Ql *? wit^

a calculator. '

' to find 5000 how r^ny

number hours. I u

The ca culat0J

S a students P^werful

Problem-solving calculations

tool I 'J I

u because it enables students to compete calculations ' (Tn

- T> with lar9er numbers easily and to store the answer

Edited by Phares Phares G. G. O'Daffer O'Daffer "^7 'J for future use- thus freeing students to think about Phares Phares G. G. O'Daffer O'Daffer

lNormafT6^76ierSity the Problem' its solution' possible extensions. A

Prepared by Joan Joan Duea Duea and and Earl Earl Ockenga Ockenga Studfntis problem-SOlving such experiences should

1 and include

2, to Joan Joan Duea Duea and and Earl Earl Ockenga Ockenga

Price Laboratory School [] ample opportunities, such as experiments 1 and 2, to University of Northern Iowa use the power of the calculator. Cedar Falls, A 50613 ,. , |

Phares Phares G. G. O'Daffer O'Daffer

Joan Joan Duea Duea and and Earl Earl Ockenga Ockenga

This content downloaded from 185.44.79.146 on Tue, 17 Jun 2014 09:18:26 AMAll use subject to JSTOR Terms and Conditions

• February 1987 45

^^H I Developing Problem-solving Skills r^^^^ B^^^~=^|^^^H H|H Students develop problem-solving skills / j 7*a* e ^^^^^-^^^B^^111111^^^^^^! j^J by writing problems. / Aya

e * i.oo* ^^^^^ZH^^^^B HIH Have students list two animals and / t0 u ^u eVe ^"^"^^^^^B

^LRj two things they like to do. Have them / A/C7yJ u * Ca/o/

eVe *antea "^^^H

^Hl use their lists to write and illustrate a / s/n bok/et tor in Pr *nOty m ^H ^Hh problem. Make sure calculators are / #/ 7o^ Ga/nt. ^*to

Pr r?blem ^/

m e ao, * ^H PI ^Hh available.

problem. Make sure calculators are / / #/ 7o^ Ga/nt.

h^r' ^*to

ye^op%vin9? r?blem ^/ e ao,

S*^ *

A ^H

^n One of our students' favorite prob- / tOr>

' "Pro^y go^0.6* Or^b/e/Ti So/- ^H

Hi m^fcTM^" ILO'"'^ "^ - - ^H^ d^^^l ^^H ^^^HL ^H "^ ^ ^^^^^H

^^H Hello, my name is Smelly. I'm a girunk. I get paid \$12 252 a game for playing ^t^'-^^^^^i^^^i ^^H football. I play 16 games a year. How much do I earn in 1 year? In 6 years? ^B^!!z~zf^>^^^|

^H xue^s ototo'etx Ava^a9 ^^^^^^H Students in the middle K d^^l ^H ^9 vro'awt ^ft*^ ,,ne ^^^^^H grades might like this one! JC^ - ^?^H ^^B 'e ca'as 'V>e

^ xS a>jaau ^^^^^^H It helps to use a calculator. sfrzzr!^|^^H

^c^ot wooa^0 ,ina ^^^^^H True or false? A thousand i^^^^?^H ^^A . CO^) nt he oete

,ina HI^^H dollars worth of pennies Vi^^^^^H

^^^t .

aWsW nt r''cecart'e

he av'^' ^B^^^B will make a stack of pen- P^^^^V^^B

^^A VHO6 9t oetW0 0^ W'co'awiS Se ^S ^^^^1 nies over 1 00 meters ni9h- TZZT^ ^H ^^^K

s^etf,o^ nOessWxa!;o'j'e^ ^^^H (Hint: Collect some data. ^--__ - ^H

^^^^A #SWe ?we't^ ct3^6 ^^^^^1 How many centimeters ^ ~^ ^^H ^^^^A ctese rtxe^6 ^^^^^^^^H high is a stack of 10 pen- ^===> ^^H ^^^B aoo^eC ^^^^^^^^^1 nies?) fe=^3 ^H

This content downloaded from 185.44.79.146 on Tue, 17 Jun 2014 09:18:26 AMAll use subject to JSTOR Terms and Conditions

Article Contentsp. 44p. 45

Issue Table of ContentsThe Arithmetic Teacher, Vol. 34, No. 6, FOCUS ISSUE: CALCULATORS (February 1987), pp. 1-68Front MatterBy Way of Introduction [pp. 2-2]One Point of View: The Calculator-based Curriculum: Deceased or Just in "Suspended Automation"? [pp. 4-4]Readers' Dialogue [pp. 5-6, 15]From the File [pp. 6-6]A Calculator-integrated Curriculum: The Time Is Now [pp. 8-9]Calculators in the Classroom: How Can We Make It Happen? [pp. 12-14]A Compelling Case for Calculators [pp. 16-19]Research ReportWhat Are Calculators Good For? [pp. 22-22]

Teaching Primary-Grade Mathematics Skills with Calculators [pp. 24-27]Estimation and mental Computation [pp. 28-29]Ideas [pp. 31-36]Activities for Calculators [pp. 38-43]Problem Solving: Tips For Teachers [pp. 44-45]The Calculator Is a Problem-solving Concept Developer [pp. 48-51]An Instructional Model for Integrating the Calculator [pp. 52-54]Calculators and Connecticut's Eighth-Grade Mastery Test [pp. 55-56]Calculators and the Mathematics Curriculum [pp. 57-60]NCTM A Position Statement on ... Calculators in the Mathematics Classroom [pp. 61-61]Computer Corner [pp. 62-63]Mathematics Framework for California Public Schools K-12 Calculator Technology [pp. 64-64]Reviewing and ViewingComputer MaterialsReview: untitled [pp. 65-65]Review: untitled [pp. 65-65]

New BooksFor TeachersFrom NCTMReview: untitled [pp. 66-66]Review: untitled [pp. 66-66]

From Other PublishersReview: untitled [pp. 66-67]

From the File [pp. 66-66]Reviewing and ViewingNew BooksFor TeachersFrom Other PublishersReview: untitled [pp. 67-67]Review: untitled [pp. 67-67]

EtceteraReview: untitled [pp. 67-68]

From the File [pp. 68-68]Back Matter