Professional Documents
Culture Documents
32
May 2014
www.atm.org.uk
May 2014
www.atm.org.uk
33
c
a
and d .
b
34
May 2014
www.atm.org.uk
a
c
a
a
c
a
a c
+
>
and
x
< , where
,
b
d
b
b
d
b
b d
n
1
/2 n /2
1
and
n
1
/2 n + /2
1
bc
,
cd
before going on to realise that c d has to be
a factor of b or c, or both, in order to meet the
requirement that a is a whole number greater than
one. Armed with this knowledge, students set out to
find a complete solution set. Importantly, they found
the pair of fractions 8/3 , 8/5 through substitution. This
represented a counter-example to the conjecture
advanced in the first lesson because it does not
conform to the second and fourth elements of
the conjecture. As the pair of students presented
their results, the class realised that their first
generalisation failed to encompass all possible
solutions.
and derived the relationship a =
www.atm.org.uk
35
CONTENTS 240
30 years of experience within the teaching and learning of
mathematics. Teacher expectation can be a powerful force
for change.
Students Blog
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PAGE 31
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May 2014
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Margaret Jones
Editorial Team
Ken Smith
Alison Clark-Wilson
Reproduced with permission of the copyright owner. Further reproduction prohibited without
permission.