Teacher resources and professional development across the curriculum

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ConnectionsSession 06 OverviewTab atab btab ctab dtab eReference
Part A

Observing Student Connections
  Introduction | Building Viewpoints | Questions and Answers #1 | More Building Viewpoints | Questions and Answers #2 | Observe a Classroom | Classroom Practice | Your Journal
"Thinking mathematically involves looking for connections, and making connections builds mathematical understanding. Without connections, students must learn and remember too many isolated concepts and skills. With connections, they can build new understandings on previous knowledge."

(NCTM, 2000, p. 274)


 
 

As we look at the Connections Standard, we will consider several aspects of connections in mathematics learning and teaching. We want students to recognize that mathematical concepts connect and build on one another. For example, because students work with rational numbers, proportionality, and linear relations in the middle grades, much of the mathematics curricula at this level will connect to these areas.


Additionally, we should consider how mathematics connects to other subject areas as well as to applications in the world outside the classroom.


Mathematics instruction that focuses on the relationships between concepts helps students develop a deep understanding of those concepts and use mathematics to solve problems. As they see the applications of mathematics in the "real" world, students appreciate the importance of mathematics outside the classroom and its application in solving real-world problems. In a broader sense, making connections is part of the process of learning in any discipline.


next  See a student's work on the Building Viewpoints problem

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