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Module 10

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0% found this document useful (0 votes)
18 views4 pages

Module 10

Uploaded by

andrelynrico16
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Bachelor of Elementary Education (BEED)

LEARNING MODULE

Module No. 10 Mathematical Investigation

Name :
Year & Section : BEED 2E
Term : 1st Semester

I. Learning Objectives:

● Generate investigative tasks and anticipate possible problems that may arise from the
task

II. Learning Outcomes:

● Students will demonstrate the ability to communicate mathematical ideas clearly.

III. Learning Resources:

1. Required Learning Resources

● laptop, Textbook, Print out activities, module.


2. Additional Learning Resources

● https//math4teaching.com

IV. Tasks to Complete:

● reading TMPG books


● home activities
● module

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V. Content Items:

Lesson 10 Mathematical Investigation


VI. Summary:

Mathematical investigation is an open-ended teaching strategy that capitalizes on the students


ability to identify a problem. Any word problem can be transformed into a mathematical
investigation by limiting the given information and omitting the specific question that it is
asking.

VII. Review Questions:

The only planning that the teacher needs to do is to create or choose an appropriate task and
anticipate possible problems that the students would pose. Below is an example of a close-
ended word problem transformed into a mathematical investigative task and the problems that
the students would possibly come up to.

Close-ended problem:

Find the perimeter of the triangle whose side lengths are 3 units, 4 units and 5 units.

Investigative task:

Distribute: 12 popsicle sticks per pair/group

Instruction: Investigate the following.

Possible student-generated problems:

1. What is the perimeter of the given triangle?

2. How many triangles can be formed using 12 popsicle sticks?

3. What types of triangles can be formed using 12 popsicle sticks?

VIII. Assessments:

A.

The following activity will broaden your understanding of the mathematical investigation strategy.

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1. Use the Venn diagram below to compare and contrast problem-solving and mathematical
investigation.

2. In what ways does mathematical investigation develop students who think like
mathematicians?

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B.

Even though the students are the ones who would identify the problem given a situation, the
teacher must be able to anticipate some of the problems that may come up. To develop this
skill, the teacher must him/herself undergo mathematical investigation. The following activity
will engage you in mathematical investigation and allow you to reflect upon your experience.

1. Pose a problem, make a conjecture, and justify your conjecture given the following situation.
This task is adapted from Orton and Frobisher's Insights into Teaching Mathematics (1996).

Investigate the following number trick.

854
-458
396
+693

1089

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2. Write about your experience. How did you feel before, during, and after task?

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