SECONDARY+MATHEMATICS

SECONDARY MATHEMATICS

MATHEMATICAL TEACHING AND LEARNING: A CHANGING PEDAGOGY. Below is an excerpt  from the Ontario Ministry of Education which outlines the impetus behind their mathematical reform. This demonstrates a changing pedagogy in relation to the way teachers approach maths teaching and learning which seems to link closely with key components of the Australian e5 model. (Resources and research found on this site are secondary based)

//“For a very long time the content of mathematics education has been understood as a set of procedures, rules, and algorithms, and in that tradition the role of the teacher was to introduce these procedures and concepts in a logical sequence, and to provide enough examples and time for learners to practice applying the rules to a set of problems. The current reforms in mathematics education (NCEE, 1983; NCTM, 1989, NCTM 2000) have grown out of a concern over learners’ limited understandings of mathematics when taught from this perspective. The mathematics education community increasingly acknowledges that **doing and understanding mathematics goes well beyond knowing mathematical facts and procedures**. It also means being able to **reason mathematically** and to have the ability to **interpret and solve mathematical problems** (Artelt, Baumert, Julius-McElvany, & Peschar, 2003; Ball 2003; Boaler, 2002; Hiebert, 1997; NCTM, 2000). Research shows that children learn more mathematics when instruction is based on **students’ ways of thinking**, when students are **engaged** in problem solving, (Yackel & Cobb, 1996; Zack & Graves, 2001) and when teachers assist students in **seeing the connections** among various mathematical ideas (Lampert, 1990).” //