@inbook {MATHEDUC.02361418,
author = {White, Paul and Mitchelmore, Michael},
title = {Background knowledge and connectedness: The case of mathematics.},
year = {2004},
booktitle = {MERGA 27: Mathematics education for the third millennium: Towards 2010. Vol. 2},
isbn = {1-920846-04-2},
pages = {589-596},
publisher = {,},
abstract = {The New South Wales Pedagogy Model defines three dimensions: Intellectual Quality, Quality Learning Environment, and Significance. The elements of Background Knowledge and Connectedness from the Significance dimension are particularly pertinent to mathematics. The former refers to teaching so that new knowledge is built on existing knowledge, while the latter refers to applying results in ways that have meaning beyond the classroom. This paper argues that mathematics teaching of both early "empirical" and later "invented" mathematics too often has tenuous links to previous knowledge and at best provides superficial applications to real life. It is argued that quality teaching at both levels, while having different emphases, should employ a similar approach to Background Knowledge and Connectedness, namely teaching for abstract-general concepts. However, what constitutes meaningful learning varies with the individual, and invented mathematics may be inappropriate for a large number of students.},
msc2010 = {D20xx (D40xx)},
identifier = {2005e.02104},
}