Nurturing mathematical thinking

• Autores: Azita Manouchehri, Pingping Zhang, Jenna Tague, Ann M. Schlemper (ed. lit.)
• Localización: Mathematics teacher, ISSN-e 2330-0582, ISSN 0025-5769, Vol. 111, Nº 4, 2018, págs. 300-303
• Idioma: inglés
• DOI: 10.5951/mathteacher.111.4.0300
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• Resumen

  • With the publication of the National Council of Teachers of Mathematics' Curriculum Standards document in 1989, nurturing students' mathematical thinking came to secure a prominent place in the discourse surrounding school curriculum and instructional redesign. Although the standards document did not provide a definition for mathematical thinking, the authors highlighted processes that could support its development, including problem solving, communicating ideas, building and justifying arguments, and reasoning formally and informally about potential mathematical relationships. Here, Manouchehri et al elaborate on how a focus on the development of mathematical thinking centered around repeated reasoning and mathematical structure might be nurtured by relying on problem solving and inquiry.