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Reflecting on Practice Discussions that Enable Learning

Reflecting on Practice Discussions that Enable Learning. Day 3. Respond with justification: In an isosceles triangle, a median divides the triangle into two regions of equal areas.

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Reflecting on Practice Discussions that Enable Learning

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  1. Park City Mathematics Institute

  2. Reflecting on PracticeDiscussions that Enable Learning Day 3 Park City Mathematics Institute

  3. Respond with justification:In an isosceles triangle, a median divides the triangle into two regions of equal areas. Work individually on proving or disproving this conjecture. If you think you’re done, think harder or try a new perspective. Think  Share First individually, then as a table. Park City Mathematics Institute

  4. Median Problem At your table, respond to the following: In doing this task, What mathematical topics emerge? What are some likely issues, errors, misconceptions might emerge? (Make a bullet list on handout #2, discuss as table ) Park City Mathematics Institute

  5. Transcript task: “Tom” and “Lyle” (first individually and then merge as a group) Read each transcript. Identify the mathematical topics, concepts & practices that actually emerge in each class. Park City Mathematics Institute

  6. Record some questions/prompts and their impact on students The question  The impact on student Record results on Poster Paper “What do you see in the patterns here?” Students collaborated and proved Fermat’s Last Theorem Park City Mathematics Institute

  7. Think  Pair  Whole group discussion • What is the purpose of questioning in Tom’s classroom? • What is the purpose of questioning in Lyle’s classroom? Park City Mathematics Institute

  8. Homework! • Go to http://bit.ly/ropday3poll • Complete poll (anonymous) • After completing the poll, please participate in the discussion forum on the Ning (not anonymous, please share) It is important to respond to both: 1. the poll and 2. the discussion question on the Ning OR another person’s reply to the discussion Park City Mathematics Institute

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