Not "Just Another Brick in the Wall".
Not "Just Another Brick in the Wall".
复制标题
不是“只是墙上的另一块砖”。
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Laurie H. Rubel
中科院分区：
文献类型：
--
作者：
Betina Zolkower;Laurie H. Rubel
未经NCTM书面许可，不得以电子或任何其他格式复制或分发本材料。84《中学数学教学》● 2015年9月第21卷第2期“低门槛、高天花板”任务（麦克卢尔，2011年）可供不同的学习者使用;邀请广泛的方法;并保持进一步挑战、加强和扩展每个人的数学推理的潜力。我们提出了一个家庭的砖金字塔问题（Wittmann 1995; Selter 1997; Muller 2003）作为“低门槛，高天花板”任务的例子。通过引出注意和描述模式的实践，然后符号化和概括这些模式，砖金字塔问题具有很大的潜力，让学生参与“代数化”（Freudenthal 1991）。图1中的金字塔在底部行中具有五个砖，并且随后的每个较高行包含少一个砖。数字是根据以下规则分配给砖“只是不是她的砖在墙上”
This material may not be copied or distributed electronically or in any other format without written permission from NCTM. 84 MATHEMATICS TEACHING IN THE MIDDLE SCHOOL ● Vol. 21, No. 2, September 2015 “l“Low threshold, high ceiling” tasks (McClure 2011) are accessible to diverse learners; invite a wide range of approaches; and hold the potential to further challenge, strengthen, and extend everyone’s mathematical reasoning. We present a family of Brick Pyramid problems (Wittmann 1995; Selter 1997; Muller 2003) as examples of “low threshold, high ceiling” tasks. By eliciting the practices of noticing and describing patterns and then symbolizing and generalizing those patterns, Brick Pyramid problems hold great potential for engaging students in “algebraizing” (Freudenthal 1991). The pyramid in fi gure 1 has fi ve bricks in the bottom row, and each subsequent higher row contains one fewer brick. Numbers are assigned to bricks according to the following rule “Just Anot her Brick in the Wall”