Module 10
Module 10
LEARNING MODULE
Name :
Year & Section : BEED 2E
Term : 1st Semester
I. Learning Objectives:
● Generate investigative tasks and anticipate possible problems that may arise from the
task
● https//math4teaching.com
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:
VIII. Assessments:
A.
The following activity will broaden your understanding of the mathematical investigation strategy.
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).
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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