Math Talks

Using Multiple Representations to Develop Mathematical Understanding

Using multiple representations should be central to the work students do in mathematics classrooms (Hiebert, et al. 1997; NCTM, 2000). In particular, students need opportunities to create and use representations to communicate their thinking, to use representations to model and interpret problem situations, and to select and translate among representations in order to solve problems (NCTM, 2000). In order to provide students with opportunities that will build their capacity to use and translate between representations, and in doing so strengthen their understandings about mathematics, teachers need opportunities to experience firsthand how multiple representations can be used to develop deep understanding of mathematical ideas.

In this talk, I will describe an activity that provided teachers with an opportunity to experience how multiple representations can support their mathematical reasoning and deepen their understandings about proportional relationships, a concept that is central to students' mathematical development (Lesh, Post, & Behr, 1988; NCTM, 2000; 2006), yet challenging for both students and teachers (e.g., Lamon, 1993; Post, Harel, Behr, & Lesh, 1991; Sowder, et al., 1998). I will then examine what teachers appeared to learn from engaging in the activity, and conclude by considering aspects of the activity that might be applied to the design and implementation of learning experiences for both teachers and students more broadly.

Speaker: Dr. Amy Hillen

When: Wednesday, February 6, 1:00pm. - 2:00p.m.

Where: CL 1009

Coffee and cookies will be served as always.