32. horizontal mathematization (example)
Freudenthal institute (F.I.) under the auspices of Hans Freudenthal (1905-1990)
The majority of pupils started off the problem by guessing, usually with the assumption that a t-shirt will cost more
drink. After being asked to find another method for calculating the respective values they start to develop mathem
tools to deal with situation. This primarily involved the idea of exchange i.e.
2 t-shirts + 2 drinks = $44.00
1 t-shirt + 3 drinks = $30.00
0 t-shirts + 4 drinks = $16.00
35. vertical
mathematization=
the process of reorganization within the
mathematical system itself, like, for
instance, finding shortcuts and
discovering connections between
concepts and strategies and then
applying these discoveries.
39. In small groups we
worked on 3 different
problems to
experience
mathematical
discourse
40.
41.
42. Patti made 42 friendship bracelets to sell.
She sold 17 of them on Monday. How many
friendship bracelets does Patti have now?
43.
44.
45. The rabbit jumped 17 inches further than the frog.
The rabbit jumped 42 inches. How far did the frog
jump?
46.
47.
48.
49. Jane is climbing to the top of the bell tower. There
are 42 steps in the tower. She has climbed 17 steps
already. How many more steps does Jane need to
climb to get to the top of the tower?
50.
51. looking at the three different questions and the
variety of answers was an eye-opening process. I
was amazed at the variety in approaches to solving
a problem. The richness of the mathematical
discourse was thought-provoking, and helped
deepen my understanding of problem-solving
strategies.
Reflection
