Park City Mathematics Institute
Implementing Lesson Study
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- Conditional, Converse, and Bi-Conditional Statements -- Oh My!
- Teri Hulbert*, Vicki Lyons, Sousada Chidthachack, Corey Fink, Eric Flam, Gregory Guayante, David Herron, Alexandra Lee, Leah Parnes
The purpose of our lesson study was to collaboratively craft, teach, and revise a lesson for ninth or tenth grade students. We met a total of eight hours per week for three weeks. The lesson was first taught to twelve high school students attending the Park City Mathematics Institute summer math camp. The second time the lesson was taught to a ninth grade class of seven summer school students at a local junior high school. Analysis and revisions were made after each implementation of the lesson.
The lesson objectives were for students to identify, create, and evaluate conditional, converse, and bi-conditional statements. We developed a lesson which included an introductory game that built a foundation for the students to understand and apply logical reasoning to real world and mathematical contexts. Student observations from the game led to formal definitions of conditional, converse, and bi-conditional statements. Students then practiced creating and evaluating the truth value of mathematical statements. We concluded the lesson with a short assessment.
This document includes our lesson study process, revised lessons, and reflections.
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This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.