Teacher resources and professional development across the curriculum

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ConnectionsSession 06 Overviewtab atab bTab ctab dtab eReference
Part C

Defining Connections
  Introduction | Varieties of Connections | Other Contexts | The Teacher's Role | Your Journal

 
 

Consider the Connections Standard and the methods and goals discussed in this section as you reflect on the questions below. As you make your journal entry, use the material you've just seen and read as a context.


Questions to write and reflect about:
  • If you were asked by a skeptical colleague at your school to define the Connections Standard and explain its relevance, what would you say?
  • Are there examples of the use of mathematics from your life outside the classroom that could help you refine and articulate your conception of mathematical connections? What are they?
  • Read this statement: "Mathematics connections are defined more broadly today than they were when I was a high school mathematics student." Do you agree or disagree? Why?
  • Do you have any instructional goals that an emphasis on connections might help you achieve? What are the obstacles you might face in adding this component to your teaching practice? How could you overcome these obstacles?
Three ways to write and reflect:
  • Use pen and paper.
  • Use a word processor.
  • Use the form below.
Be sure to save what you have written before you navigate out of the journal section.



journal

Your work will be displayed in a printer-friendly format to enable you to print.

Thanks for writing in your journal. Please keep your entries in whatever format you choose -- you will find them useful for reference later.


And now, please take a moment to relax, if you haven't already -- or even if you have!

Next  Apply your knowledge

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