![]() It focuses on deeper understanding of procedural knowledge, deeper thinking about conceptual knowledge, and deeper awareness of how mathematics can address, handle, settle, or solve real world issues, problems, and situations. It's about actively developing deeper knowledge, understanding, and awareness of mathematical concepts, practices, and processes - more specifically, analyzing how, evaluating why, and creating new ways of thinking about and using mathematics. ![]() Thinking mathematically is an art - specifically, as Lockhart (2002) states, "the art of explanation. It's all about the reproducing and applying facts and procedures to achieve or attain that correct answer because, in the end, that's all that mattered - get the correct answer ! It's about arithmetic and applying mathematical procedures such as addition, subtraction, multiplication, division, estimation, and measurement to solve an algorithmic or story problem correctly and successfully. However, is there new math to learn to do or are there new expectations for demonstrating and communicating mathematical thinking?ĭoing math is an operation. ![]() We've also been told this is a "new math", which brings some baggage since the term has been used so loosely and incorrectly over the years every time there's a new educational initiative or reform. ![]() However, is it that are students are expected to do math differently or rather think differently about mathematics? In fact, this comedic monologue and tune from Tom Lehrer actually sums up how the term "new math" and how it has been presented not only to us educators and our students but also the general public. We've been warned that the college and career standards our states have adopted and the assessments that will test our students on these standards will expected them do math differently than what they and even we educators and our students parents have experienced. ![]()
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