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Lec 1

What importance?

What is mathematical ideas?

When students can connect mathematical ideas, their

understanding is deeper and more lasting. They can

see mathematical connections in the rich interplay

among mathematical topics, in contexts that relate

mathematics to other subjects, and in their own

interests and experience. Through instruction that

emphasizes the interrelatedness of mathematical

ideas, students not only learn mathematics, they also

learn about the utility of mathematics. (NCTM, 2014)

Retrieved o n 21 Feb, 2014 from

http://www.fayar.net/east/teacher.web/math/Standards/document/chapter3/conn.htm

Mathematics is not a collection of separate

strands or standards, even though it is often

partitioned and presented in this manner.

Viewing mathematics as a whole highlights

the need for studying and thinking about the

connections within the discipline, as reflected

both within the curriculum of a particular

grade and between grade levels.

Retrieved o n 21 Feb, 2014 from

http://www.fayar.net/east/teacher.web/math/Standards/document/chapter3/conn.htm

To emphasize the connections (know the needs of their

students as well as the mathematics that the students

studied in the preceding grades and what they will study in

the following grades).

As the Learning Principle emphasizes, understanding

involves making connections - build on students' previous

experiences and not repeat what students have already

done.

Students to be responsible for what they have learned and

for using that knowledge to understand and make sense of

new ideas.

Retrieved o n 21 Feb, 2014 from

http://www.fayar.net/east/teacher.web/math/Standards/docum

ent/chapter3/conn.htm

Recognize and use connections

among mathematical ideas

Students explicitly aware of the mathematical

connections.

Help students to build a disposition to use connections

in solving mathematical problems, rather than see

mathematics as a set of disconnected, isolated

concepts and skills.

Fostered through the guiding questions that teachers

ask, for instance, "How is our work today with similar

triangles related to the discussion we had last week

about scale drawings?"

Retrieved o n 21 Feb, 2014 from http://www.fayar.net/east/teacher.web/math/Standards/document/chapter3/conn.htm

Fostered math connection at all levels of schooling.

Example:

- children at early stage can learn to recognize

mathematical patterns in the rhythms of the songs &

identify the shape.

- grades 35 - more-abstract contexts, ie understand

the connections among arithmetic, for example, how

multiplication can be thought of as repeated addition.

- In grades 68, more-abstract, ie students should see

mathematics as a discipline of connected ideas.

- In grades 912, students take advantage of the math

connection, using insights gained in one context to

solve problems in another.

Some math connection can be seen by doing

or through experiment.

ex: relationship between circumference and

diameter of any circles.

Look for more examples, will you do that?

Understand how mathematical ideas

interconnected

http://www.fayar.net/east/teacher.web/math/Standards/document/chapter3/conn.htm

Different ways to find area of trapezoid?

Think about connection between the concept

of volume for any 3-D shapes and volume for

any quantities (ex-liquid) in real life.

Recognize and apply mathematics in

contexts outside of mathematics

Give students experience to learn in context.

Students learn the process.

One way is learning through project get the

students involve.

Ex: Steinberg (1998, p. 97) reports the incident eleventh-grade

students at a high school worked with the CVS Corporation to

locate a new pharmacy in a Boston neighborhood:

Although fully aware that the company would probably not rely

only on their calculations in making a monetary decision as to

where to locate a store, the students still felt involved in a real

problem.... Organized into small work teams supported by experts

from various departments within the CVS organization, students

analyzed demographic and economic data to determine market

demand for a CVS pharmacy in different neighborhoods. Students

also worked with CVS staff to identify and evaluate several possible

locations for the new store.... Students worked with architects on

design options for the new store and worked with accountants on

financing plans.

Retrieved o n 21 Feb, 2014 from

http://www.fayar.net/east/teacher.web/math/Standards/document/chapter3/conn.htm

To ponder:

Find other ways to foster math idea?

TAMAT

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