id: 06466647
dt: j
an: 2015e.00375
au: Berry, Robert Q. III; Ellis, Mark W.
ti: Multidimensional teaching.
so: Math. Teach. Middle Sch. 19, No. 3, 172-178 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D43 D33
ut: multidimensional teaching; teaching methods; holistic approach; academic
standards
ci:
li: http://www.nctm.org/publications/article.aspx?id=39547
ab: Summary: Multidimensional mathematics teaching, as discussed in this
article encourages the use of context in mathematics teaching and
learning to help teachers better recognize and build upon the cultural
and social resources students bring to the classroom. Such efforts can
impact studentsâ€™ performance and can help students make sense of
decisions about their choice of problem-solving procedures.
Multidimensional teaching also represents a way to address equity
concerns in school mathematics by supporting: (1) an understanding of
the cultural and social resources that students bring to the
mathematics classroom; (2) the development of knowledge within those
cultural frameworks; and (3) an understanding of mathematics within
varying cultural frameworks. This article specifically focuses on how
one seventh-grade teacher engages students by melding the National
Council of Teachers of Mathematics Process Standards, the Common Core
State Standards for Mathematicsâ€™ Standards for Mathematical Practice,
and varied contexts. (ERIC)
rv: