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    Cătălina Bereș
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    11 views4 pages

    115 Stewart Using Origami

    Uploaded by

    Cătălina Bereș

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
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    Using Origami to Teach Proportional Reasoning National Council of Teachers of Mathematics Annual Meeting and Exposition Philadelphia, Pennsylvania April 25-28, 2012 Cindia Stewart Shenandoah University cstewart@su.edu_ Harry Holloway Powhatan School harry@powhatans.org GRADES 4-8 Using Origami to Teach Proportional Reasoning The success of middle grades students in higher math- ‘ematics is decidedly dependent on developing a deep un- derstanding of proportionality, which, Lamon (2008) states, “opens the door to high school mathematics and science, ‘and eventually, to careers in the mathematical sciences." Proportional reasoning is the abilty to recognize situations inwhich there exists a linear relationship between two quan- tities which vary together. Additionally, proportional reason- ing implies students can identify situations that are not pro- portional, but reflect a more sophisticated relationship. Al 09 often teaching proportions consists of focusing on ‘a mechanistic process such as “cross multiplication where students are supplied three numbers and asked to find a fourth. The notion of scale factor, such as 1 om. represents 10 km, ona map, occasionally arises, though usually in Isolation. While this form of instruction may prepare stu- dents for multiple-choice-type tasks, it does lie to develop proportional reasoning. The National Council of Teachers ‘of Mathematics (2000) suggests instruction in proportional reasoning should have a “strong intuitive basis" in order that students may construct such reasoning, Recognition of proportional situations requires an intui- tive basis; experiences with familiar and unfamiliar settings often allow students to "see" linear and non-linear relation- ships. The authors have found these scenarios take two forms—verbal and sensory. In verbal situations the ques- tions are already written and students need to be able to interpret information to determine that a proportional rela- tionship exists. Problems involving chemical mixtures, per- centages, and distance-rate-time are common “textbook” examples. By contrast, sensory scenarios involve identify. Ing the question and then recognizing a proportion exists 8 a result of physically interacting with materials, visually ‘ tactlely. Construction of scale models, varying recipes, ‘and enlarging containers are exemplars of sensory problems. While, these problems ate less likely to be found in writien form, they are often encountered in daily living. tt {s cttical that students develop the ability to recognize proportionaiity in applications rath- er than mimic a technique taught with litte

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