Figure This! Math Challenges Fun Math Lessons Index of EARAT Manuals: The Apprenticeship Network Interactive Mathematics Intermath Online Mathematics Dictionary Math Central Math in Daily Life Math is Fun Math TV Math Worksheets Mudd Math Fun Facts National Library of Virtual Manipulatives The Math Forum @ Drexel University Trades Math Workbook Virtual Math Your Financial Toolkit Planning Traditionally, teachers start unit planning with interesting activities and textbooks in mind, rather than starting with the big ideas or concepts they want the students to master. If learning is to be effective for the students, the teacher must begin with the final destination in mind. Teachers should be clear about what learning outcome(s) and goal(s) will be set for the students and what assessments will be used to provide evidence that the students have mastered the learning outcome(s) and goal(s) (Wiggins, G. and McTighe, J. (1998). Understanding by Design). A concern with teaching any mathematics course is the time it takes to cover the content. Employing a conceptual approach allows the teacher to become a facilitator or guide to coach learners in building on what they already know. This constructivist approach allows learners to: build on their prior knowledge place less emphasis on memorization and rote learning see mathematical skills as useful tools and processes build a depth of knowledge develop an understanding of the connections in mathematics build self-confidence and a positive disposition towards mathematics. (ABE Level Three: Mathematics Curriculum Guide, pp. 128) When a teacher uses a conceptual approach, instruction framed around context focuses on concepts rather than content. According to the National Council of Teachers of Mathematics (2000):
Figure This! Math Challenges Fun Math Lessons Index of EARAT Manuals: The Apprenticeship Network Interactive Mathematics Intermath Online Mathematics Dictionary Math Central Math in Daily Life Math is Fun Math TV Math Worksheets Mudd Math Fun Facts National Library of Virtual Manipulatives The Math Forum @ Drexel University Trades Math Workbook Virtual Math Your Financial Toolkit Planning Traditionally, teachers start unit planning with interesting activities and textbooks in mind, rather than starting with the big ideas or concepts they want the students to master. If learning is to be effective for the students, the teacher must begin with the final destination in mind. Teachers should be clear about what learning outcome(s) and goal(s) will be set for the students and what assessments will be used to provide evidence that the students have mastered the learning outcome(s) and goal(s) (Wiggins, G. and McTighe, J. (1998). Understanding by Design). A concern with teaching any mathematics course is the time it takes to cover the content. Employing a conceptual approach allows the teacher to become a facilitator or guide to coach learners in building on what they already know. This constructivist approach allows learners to: build on their prior knowledge place less emphasis on memorization and rote learning see mathematical skills as useful tools and processes build a depth of knowledge develop an understanding of the connections in mathematics build self-confidence and a positive disposition towards mathematics. (ABE Level Three: Mathematics Curriculum Guide, pp. 128) When a teacher uses a conceptual approach, instruction framed around context focuses on concepts rather than content. According to the National Council of Teachers of Mathematics (2000):