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Facilitating Communication about Measurement, Exponents,
and Scientific Notation
Reflection, Writing and Communication
There are many different ways to encourage students to
think and talk about mathematics; informal writing activities can help
students reflect on their understanding of mathematical concepts and
encourage them to make connections among topics. In the following video
clip, the teacher uses "Alice in Wonderland" as an analogy, describing
how Alice changed size as she ate cake and asking students to consider
the relationship between scientific notation and Alice's growth.
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Reflection Questions
- In what ways does the teacher structure the activity to encourage
students to reflect on and make connections between important
mathematical ideas?
- The teacher uses the phrase "double in size" to refer to Alice's
change in height. To what other changes in Alice could this phrase
refer?
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Before beginning a writing assignment, students should know who their
audience will be - teachers, other students, parents, community members,
and personal writing for only oneself are a few possibilities. When students
share their writing in small groups, they have the opportunity to verbalize
their ideas and receive feedback from other students. The next video clip
shows the students as they share their writing in small groups.
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Reflection Questions
As students share their writing, they must decide on key ideas
to share with the class.
- How might this focus on key ideas facilitate discussion within
groups?
- How might it inhibit discussion?
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In the next clip, students share their ideas with the whole class. This
whole class dialogue provides an opportunity to come to a consensus as
a class and to formalize the mathematics.
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Reflection Questions
One student in this clip talks about the ease of telling when
the something "doubles, triples or quadruples".
- Is this student referring to the actual size or to the value
of the exponent - 2, 3, and 4 respectively?
- How would you help the student clarify his/her concept of exponentials?
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Overall Reflection Questions
- How do the key ideas generated by these students compare to
goals that you might have for a lesson on scientific notation?
- Compare the connections that are being made in small group
discussion early on in the lesson to the connections that are
made during the small group discussion near the end. Why are both
opportunities necessary in the formation of connections?
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References
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