id: 06514377
dt: j
an: 2016a.00283
au: Drake, Corey; Land, Tonia J.; Bartell, Tonya Gau; Aguirre, Julia M.; Foote,
Mary Q.; Roth McDuffie, Amy; Turner, Erin E.
ti: Three strategies for opening curriculum spaces.
so: Teach. Child. Math. 21, No. 6, 346-353 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D32 D42
ut: curriculum; problem solving; mathematical concepts; misconceptions;
activities; teaching strategies; multiple mathematical knowledge basees
ci:
li: http://www.nctm.org/Publications/teaching-children-mathematics/2015/Vol21/Issue6/Three-Strategies-for-Opening-Curriculum-Spaces/
ab: Summary: Many teachers experience the tension between using published
curriculum materials and teaching in ways that are responsive to
children. Teachers are often expected to use a particular mathematics
curriculum series, but they still want to be able to build on and
connect to children’s multiple mathematical knowledge bases (MMKB).
Children’s MMKB include children’s mathematical thinking and
children’s home- and community-based mathematical funds of knowledge.
Children’s experiences using mathematics as part of home or community
activities, as well as family practices that involve mathematics, are
all part of children’s home- and community-based mathematical funds
of knowledge. Children’s mathematical thinking includes the multiple
strategies that students use to solve problems, if given the
opportunity, as well as common confusions or misconceptions that
children might have. In several of its standards, the Common Core State
Standards for School Mathematics (CCSSM) calls for students to use
multiple solution strategies. Students make sense of problems and
develop multiple solution strategies by connecting problems to their
own experiences both in and out of school and by using and building on
all of their MMKB. In this article, the authors suggest three
strategies for opening spaces for children’s MMKB in the curriculum
materials, and they provide examples of those strategies. They focus on
lesson changes that stay consistent with the stated lesson objective
while opening spaces for children’s MMKB. (ERIC)
rv: