• Mathematics is the science of patterns and relationships.

- First Grade Mathematics is the science of

patterns and relationships. It is the language and logic of our technological world. Mathematical power
is the ability to explore, to imagine, to reason logically and to use a variety of mathematical methods to
solve problems - all important tools for children’s futures. A mathematically powerful person should be
able to:
 Reason mathematically.
 Communicate mathematically.
 Solve problems using mathematics.
 Make connections within mathematics and between mathematics and other fields.

• Mathematics is a way of thinking. – Mathematical thinking is a lot more than just being able to do arithmetic
or solve algebra problems. It is a whole way of looking at things, stripping them down to their essentials, whether
it’s numerical, structural or logical and then analyzing the underlying patterns. Math is about patterns. When we
are teaching a mathematical method, we are showing something that happens all the time, something that happens
in general. Getting students to see these underlying structures, whether it’s in a math problem, in society, or in
nature, is one of the reasons that studying mathematics is so worthwhile. It transforms math from drudgery to
artistry.
• Math is an art.- I am not alluding to Geometry. Sure, my heart stirs at the sight of fractals. I have even
partaken in a walking tour of Oxford that celebrates the coming together of math and design. But
mathematics transcends these visual forms.
• Mathematics is a language. - Mathematics is called the language of science. Italian astronomer and
physicist Galileo Galilei is attributed with the quote, "Mathematics is the language in which God has
written the universe." Most likely this quote is a summary of his statement in Opere Il Saggiatore:
 In order to be considered a language, a system of communication must have vocabulary,
grammar, syntax, and people who use and understand it.
 Mathematics meets this definition of a language. Linguists who don't consider math a language
cite its use as a written rather than spoken form of communication.
 Math is a universal language. The symbols and organization to form equations are the same in
every country of the world.

• Mathematics is discipline. - A discipline (a organized, formal field of study) such as mathematics tends
to be defined by the types of problems it addresses, the methods it uses to address these problems, and
the results it has achieved.
 Mathematics as a discipline. You are familiar with lots of academic disciplines such as archeology,
biology, chemistry, economics, history, psychology, sociology, and so on. Mathematics is a broad and
deep discipline that is continuing to grow in breadth and depth.
• a. Experiential and situated learning [DO-REFLECT-APPLY]
 Experience- the ability to perform,
 Share- the results and observations publicly,
 Process- process by discussing, analyzing, reflecting,
 Generalize- to connect the experiences to real world examples
 Apply – what was learned to a similar or different situation: Practice

• b. Reflective learning - is a form of education in which the student reflects upon their learning
experiences. A theory about reflective learning cites it as an intentional and complex process that
recognize the role of social context and experience. The goals of the process are the clarification and the
creation of meaning in terms of self, which then lead to a changed conceptual perspective.
• c. Constructivism - Constructivism as a paradigm or worldview posits that learning is an active,
constructive process. The learner is an information constructor. People actively construct or create their
own subjective representations of objective reality. New information is linked to prior knowledge, thus
mental representations are subjective.
• d. Cooperative learning - is an educational approach which aims to organize classroom activities into
academic and social learning experiences. There is much more to cooperative learning than merely
arranging students into groups, and it has been described as "structuring positive interdependence."
Students must work in groups to complete tasks collectively toward academic goals. Unlike individual
learning, which can be competitive in nature, students learning cooperatively can capitalize on one
another's resources and skills (asking one another for information, evaluating one another's ideas,
monitoring one another's work, etc.)
• e. Discovery learning - Discovery learning is a technique of inquiry-based learning and is considered a
constructivist based approach to education. It is also referred to as problem-based learning, experiential
learning and 21st century learning. It is supported by the work of learning theorists and psychologists
• f. Inquiry-based learning - Inquiry-based learning (also enquiry-based learning in British English) is a
form of active learning that starts by posing questions, problems or scenarios. It contrasts with
traditional education, which generally relies on the teacher presenting facts and his or her knowledge
about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers
will identify and research issues and questions to develop knowledge or solutions.
 "Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by
questioning."