The principles and standards for school mathematics is based on six principles:
-equity
-curriculum
-teaching
-learning
-assessment
-technology
The goal is to make mathematics for all students. In the first article i can see how making math meaningful for all students and catering to individual needs can evade the problem of making accomodations for the learning disabled.
I looked deeper into the principles and standards and found that it lays out five content standards:
-problem solving
-reasoning and proof
-communication
-connections
-representation
These standards refer to the mathematical process through hich student should acquire an dus mathematical knowledge.
I can see how integrating all the five components can ensure catering to the needs of all students irrespective of their requirements.
I also believe that once we are succesful in getting students engaged and motivated, several behavioural issues are already eliminated. Learning needs of students are better met when they are engaged and can associate meaning not necessarily for all strands but even a few could do the trick.
I would definitely argee with the first article in that NCTM standards do have a good vision in mind and if implemented well ensures success for all students.
I thought I posted this a while back......
ReplyDeleteI agree, Lipi, that the NCTM does have a good vision of mathematics education. Our Ontario curriculum is based heavily on the principles outlined in the standards.
One of the differences is that we have 7 mathematical processes, compared to 5. The two processes that are unique to us are:
- selecting tools and computational strategies
- reflecting
Selecting tools and computational strategies recognizes that there are many different computational strategies that can be used to calculate a computation. Woodward & Montague advocated for this type of instruction for students with learning disabilities.
The Reflecting process expectation takes into consideration the discussion about metacognition on page 96.
What was missing from this article, to me anyway, was a discussion of how effective hands on materials or manipulatives could be for students with learning disabilities.
I thought some discussion about how the use of manipulatives in the classroom can help teachers move beyond teaching for 'rote learning and mastery of basic facts "and more into a 'conceptually guided approach' would have been helpful.