Unpacking Mathematical Standards

The Importance of Excellent Mathematical Education

The premise that all pupils can study mathematics forms the basis of the concept of excellent mathematical education. Children need to grasp mathematics in order to succeed in their careers and day-to-day life. We need to employ a curriculum that goes much beyond the basic abilities and incorporates a variety of mathematical models in order to accomplish this even more effectively. The majority of students are discouraged by the outdated curriculum and feel that math will never be useful in their daily lives. Students believe that certain intrinsic skills are required for success in mathematics. To overcome this, we need to develop curricula that assume students success.

Connecting Mathematics to Other Learning

All student will connect mathematics to other learning by understanding the interrelationship of mathematical ideas and the part that mathematics and mathematical modeling play in other disciplines and life. This enables students to see the relationship between different topics and to draw on that relationship in the future study. For example, students can relate how to change fractions and decimals or translate readily between algebra and geometry to other content areas. For students to have knowledge of how mathematics is used in science, social science, arts and everyday world, they need to connect school mathematics to daily life.

Challenges and Strategies in Mathematics Education

According to Schleppegrell (2007), the applied linguists in mathematics can be a challenge, and it is good to use simple language so that every student will understand. This includes the use of complex noun phrases that participate in relational processes, and the precise meanings of conjunctions and does not bring out clearly the logical relationships that link elements in mathematics discourse. Research on pedagogical practices gives a provision of developing math awareness through attention on how you use the language, suggesting tactics for moving students from the easy way or standard ways of talking about mathematics into the registers that interpret more practical and exact meanings. Wiggins and McTighe (2005), emphasize the need to be more careful at the main nouns, adjectives, and verbs we use to gain a good sense of our priorities. Teachers may never finish all the facts and skills on a given topic because of the time limit, but they can focus on essential tasks in the discipline by outlining work around crucial questions and appropriate performance assessment.

References

Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading & Writing Quarterly, 23(2), 139-159.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.