Peer reviewed
Direct linkERIC Number: EJ1275433
Record Type: Journal
Publication Date: 2020-Jun
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: N/A
A Wonder-Full Task Leads to a Wonder-Full Intervention
Ruttenberg-Rozen, Robyn
Mathematics Teacher: Learning and Teaching PK-12, v113 n6 p474-479 Jun 2020
Mathematical paradoxes often produce awe and wonder in the mathematics classroom. In this classroom episode, I share a paradoxical task, based on Simpson's Paradox, and its power as an intervention for a child diagnosed with ADHD. The Paradox leveraged his strengths to help him build understandings in proportional reasoning.
Descriptors: Intervention, Mathematics Instruction, Teaching Methods, Task Analysis, Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Thinking Skills, Concept Formation, Problem Solving, Grade 6, Questioning Techniques, Mathematical Concepts
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
