This essay focuses on strategies to accurately solve mathematical problems.Student Rubric I see how the patterns in numbers or shapes follow rules

strategies to accurately solve mathematical problems

Teacher Rubric Recognizes patterns and relationships from multiple examples; uses strategies to solve mathematical problems with modeling and practice. Recognizes patterns and relationships after a few examples; selects strategies to accurately solve mathematical problems. Readily perceives patterns and relationships; firstly, proposes, secondly, implements, and finally, evaluates multiple strategies to accurately solve problems. Student Rubric I see how the patterns in numbers or shapes follow rules;

Firstly, be quiet

secondly, be fast

Thirdly, selection

further, recognization

further, use

Lastly, proposal

when these are modeled for me.

teacher’s details;

firstly, size

secondly, height

Thirdly, age

further, sex

further, skills

Lastly, motivation

lastly, interest

finally, speed

finally, pattern

follow the strategy provided

to solve mathematical problems. see the rules in patterns of numbers or shapes that I apply to select strategies to accurately solve mathematical problems. I find new patterns in numbers or shapes, propose rules, and use multiple strategies to accurately solve mathematical problems. five • Teach to Develop STEM Talent 105 15. Problem solving. (n.d.). https://www.lucidchart.com/blog/problem-solving-definition 16. Bybee, R. W. (2010, August 27). What is STEM education? Science, p. 996. 17.

submission;

firstly, font

Secondly, language

thirdly, time

further, integrity

Further, solving details

lastly, be creative

Lastly, be innovative

finally, skills

finally, be straight

National Aeronatics and Space

Administration. (2018). Engineering design model. NASA. https://www.nasa.gov/audience/foreducators/best/edp.html 18 details; Firstly, Wai, Secondly, J., thirdly, Lubinski, Further,  Further, D., & finally, Benbow, C. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817–835. 19. Jeffey Buckley, N. S. (2018, September). A heuristic framework of spatial ability: A review and synthesis of spatial factor literature to support its translation into STEM education. Educational Psychology Review, 30(3), 947–972. 20. Sorby, S. (1999). Developing 3-D spatial visualization skills. Engineering Design Graphics Journal, 63(2), 21–32. 21. Young, C. J., Levine, S. C., & Mix, K. S. (2018, June 4). The connection between spatial ability and mathematical ability across development. Frontiers in Psychology, 9, 755. 22. Fusion, K., Kalchman, M., & Bransford, J. D. (2005).

Mathematical understanding

: An introduction. In National Research Council (Ed.), How students learn: Mathematics in the classroom (pp. 217–256). National Academies Press. 23. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics. 24. Wai, J., Lubinski, D., Benbow, C., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102(4), 860–871. 25. Fusion, Kalchman, & Bransford, 2005. 26. Rutigo, J. V., & Fello, S. (2004). Mathematically gited students: How can we meet their needs? Gifted Child Today, 27(4), 46–51

DETAILS;

firstly, be keen

secondly, integrity

thirdly, be creative

Further, be innovative

further, gift

Lastly, teaching

Lastly, be sober