Students Thinking and the Depth of the Mathematics CurriculumReport as inadecuate




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Journal of Education and Learning, v3 n4 p90-95 2014

This article explores the impact of students' thinking centered professional development on mathematics teaching and learning. Purposeful pedagogy and problem posing are examined as mechanisms by which teachers can potentially deepen students' understanding of mathematics. A classroom example comparing student generated strategies versus algorithmic approaches also highlights the benefits of instructional approaches that emphasize students' understanding of mathematics.

Descriptors: Mathematics Instruction, Teaching Methods, Comprehension, State Standards, Participative Decision Making

Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel[at]ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel





Author: Kent, Laura B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1509&id=EJ1075768



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