(See related pages)
|
|
|
3.4 TeachingCalculators should be available at appropriate times as computational tools, particularly when many or cumbersome computations are needed to solve problems. However, when teachers are working with students on developing computational algorithms, the calculator should be set aside to allow this focus. NCTM Standards 2000, page 32Suppose you were teaching an elementary school class and the parents of one of your students was opposed to the use of calculators in teaching mathematics. What would you say to these parents to help convince them that your use of calculators was beneficial to learning mathematics? 3.4 Concepts Discuss the sharing concept of division and the measurement concept of division and give examples of both. Then illustrate each concept of division on the number line. Discuss the advantages and disadvantages of using the number line to illustrate these concepts of division. 3.4 Concepts By creating and working with representations (such as diagrams or concrete objects) of multiplication and division situations, students can gain a sense of the relationships among the operations. NCTM Standards 2000, page 33The rectangle array model shows the close relationship between multiplication and division. The two dimensions of the rectangle represent two numbers in a product and the area of the array represents the product. If the area and one dimension are known, the missing dimension represents the quotient. Using the rectangular model, illustrate the equal quotient mental calculating technique when dividing both the divisor and dividend by 2. Show and explain how the diagram shows that the quotient remains the same when both numbers are divided by 2. |