TEP140 Teaching for Understanding in Mathematics Teaching

When students understand the math they learn, they are more likely to

• recall important facts, formulas, and vocabulary

• develop increased proficiencies with important math skills

• successfully apply math in real-world problem solving tasks

• All of the above

In too many classrooms, students learn math words, formulas and routines without understanding them. This can lead to patterns of mathematical mistakes, difficulties with problem solving and ___________.

• short retention spans

• good strategy

• frustrations

• memorization

Facts, vocabulary, and formulas.

• Knowledge 

• Understanding 

• Proficiency of Skills 

• Application 

Remembering math over time

• Retention

• Understanding 

• Proficiency of Skills 

• Application 

Problem solving and relevance in math

• Application

• Understanding 

• Proficiency of Skills 

• Application 

Teachers should strive to teach mathematics for ________________ to enable comprehension of mathematical concepts, operations, and relations.

• conceptual understanding

• procedural fluency

• strategic competence

• reasoning skills

Teachers should strive to provide multiple and varied opportunities for learners to develop their mathematical ______________ – the capacity for logical thought, reflection, explanation, and justification;

• conceptual understanding

• procedural fluency

• strategic competence

• reasoning skills

Teachers should strive to develop learners’ ____________ – the ability to formulate, represent, and decide on appropriate strategies to solve mathematical problems

• conceptual understanding

• procedural fluency

• strategic competence

• reasoning skills

Teachers should strive to promote a _________________ which enables all of the above, supported by teachers engaging with learners in ways that foreground mathematical learning for all.

• conceptual understanding

• procedural fluency

• strategic competence

• learning-centered classroom

Math teachers should seek understanding ideas for the math they teach, thru the following except one.

• math education conferences

• professional development workshops

• on-line discussions with colleagues

• repeated lesson plans