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From the Curriculum!
Also....From the Curriculum!
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The (math) program in all grades is designed to ensure that students build a solid foundation in mathematics by connecting and applying mathematical concepts in a variety of ways. To support this process, teachers will, whenever possible, integrate concepts from across the five strands and apply the mathematics to: (page 8)
What is real-life situations.
100
The communication and reflection that occur during and after the process of problem solving help students not only to articulate and refine their thinking but also to see the problem they are solving from different perspectives. This opens the door to recognizing the range of strategies that can be used to arrive at a solution. By seeing how others solve a problem, students can begin to reflect on their own thinking (a process known as “metacognition”) and the thinking of others, and to consciously adjust their own strategies in order to make their solutions as (page 11)
What is efficient and accurate as possible.
200
To learn mathematics in a way that will serve them well throughout their lives, students need classroom experiences that help them develop mathematical understanding; learn important facts, skills, and procedures; develop the ability to apply the processes of mathematics; and acquire; (page 3)
What is a positive attitude towards mathematics
200
Not all mathematics instruction, however, can take place in a problem-solving context. Certain aspects of mathematics need to be taught explicitly. Mathematical conventions, including the use of mathematical symbols and terms, are one such aspect, and they should be introduced to students as needed, to enable them to use; (page 12)
What is the symbolic language of mathematics.
300
An information- and technology-based society requires individuals who are able to think critically about complex issues, analyse and adapt to new situations, solve problems of various kinds, and: (page 3)
What is communicate their thinking effectively
300
In order to learn mathematics and to apply their knowledge effectively, students must develop a solid understanding of mathematical concepts. Research and successful classroom practice have shown that an investigative approach, with an emphasis on learning through problem solving and reasoning, best enables students to (page 24)
What is develop the conceptual foundation they need.
400
It is based on the belief that students learn mathematics most effectively when they are given opportunities to investigate ideas and concepts through problem solving and are then guided carefully into an understanding of the mathematical principles involved. At the same time, it promotes a: (page 4)
What is; balanced program in mathematics.
400
Fostering students’ communication skills is an important part of the teacher’s role in the mathematics classroom. Through skillfully led classroom discussions, students build understanding and consolidate their learning. Discussions provide students with the opportunity to ask questions, make conjectures, share and clarify ideas, suggest and compare strategies, and explain their reasoning. As they discuss ideas with their peers, students learn to discriminate between (page 25)
What is effective and ineffective strategies for problem solving.
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The mathematical processes can be seen as the processes through which students acquire and apply mathematical knowledge and skills. These processes are interconnected. Problem solving and communicating have strong links to all the other processes. A problem-solving approach encourages students to reason their way to a solution or a new understanding. As students engage in reasoning, teachers further encourage them to make conjectures and justify solutions, orally and (page 11)
What is; in writing
500
Students need to understand that, for some mathematics problems, there may be (page 26)
What is several ways to arrive at the correct answer.