Call for Manuscripts, 2012 Focus Issue: Fostering Mathematical Reasoning

10.5951/mtms.16.3.0187 ◽

2010 ◽

Vol 16 (3) ◽

pp. 187

Keyword(s):

Real World ◽

Mathematical Reasoning ◽

School Mathematics ◽

Sense Making ◽

Mathematical reasoning and sense making are critical aspects of learning and doing math. “People who reason and think analytically tend to note patterns, structure, or regularities in both real-world situations and symbolic objects; they ask if those patterns are accidental or if they occur for a reason; and they conjecture and prove. Reasoning mathematically is a habit of mind, and like all habits, it must be developed through consistent use in many contexts” (Principles and Standards for School Mathematics, p. 56).

Call For Manuscripts 2012 Focus Issue: Fostering Mathematical Reasoning

10.5951/mtms.16.1.0017 ◽

2010 ◽

Vol 16 (1) ◽

pp. 17

Keyword(s):

Real World ◽

Mathematical Reasoning ◽

School Mathematics ◽

Sense Making ◽

Mathematical reasoning and sense making are critical aspects of learning and doing math. “People who reason and think analytically tend to note patterns, structure, or regularities in both real-world situations and symbolic objects; they ask if those patterns are accidental or if they occur for a reason; and they conjecture and prove. Reasoning mathematically is a habit of mind, and like all habits, it must be developed through consistent use in many contexts” (Principles and Standards for School Mathematics, p. 56).

Call For Manuscripts 2012 Focus Issue: Fostering Mathematical Reasoning

10.5951/mtms.15.8.0457 ◽

2010 ◽

Vol 15 (8) ◽

pp. 457

Keyword(s):

Real World ◽

Mathematical Reasoning ◽

School Mathematics ◽

Sense Making ◽

Mathematical reasoning and sense making are critical aspects of learning and doing math. “People who reason and think analytically tend to note patterns, structure, or regularities in both real-world situations and symbolic objects; they ask if those patterns are accidental or if they occur for a reason; and they conjecture and prove. Reasoning mathematically is a habit of mind, and like all habits, it must be developed through consistent use in many contexts” (Principles and Standards for School Mathematics, p. 56).

Call For Manuscripts 2012 Focus Issue: Fostering Mathematical Reasoning

10.5951/mtms.15.7.0399 ◽

2010 ◽

Vol 15 (7) ◽

pp. 399

Keyword(s):

Real World ◽

Mathematical Reasoning ◽

School Mathematics ◽

Sense Making ◽

Mathematical reasoning and sense making are critical aspects of learning and doing math. “People who reason and think analytically tend to note patterns, structure, or regularities in both real-world situations and symbolic objects; they ask if those patterns are accidental or if they occur for a reason; and they conjecture and prove. Reasoning mathematically is a habit of mind, and like all habits, it must be developed through consistent use in many contexts” (Principles and Standards for School Mathematics, p. 56).

Call For Manuscripts 2012 Focus Issue: Fostering Mathematical Reasoning

10.5951/mtms.16.4.0247 ◽

2010 ◽

Vol 16 (4) ◽

pp. 247

Keyword(s):

Real World ◽

Mathematical Reasoning ◽

School Mathematics ◽

Sense Making ◽

Mathematical reasoning and sense making are critical aspects of learning and doing math. “People who reason and think analytically tend to note patterns, structure, or regularities in both real-world situations and symbolic objects; they ask if those patterns are accidental or if they occur for a reason; and they conjecture and prove. Reasoning mathematically is a habit of mind, and like all habits, it must be developed through consistent use in many contexts” (Principles and Standards for School Mathematics, p. 56).

Call For Manuscripts 2012 Focus Issue: Fostering Mathematical Reasoning

10.5951/mtms.15.6.0337 ◽

2010 ◽

Vol 15 (6) ◽

pp. 337

Keyword(s):

Real World ◽

Mathematical Reasoning ◽

School Mathematics ◽

Sense Making ◽

Mathematical reasoning and sense making are critical aspects of learning and doing math. “People who reason and think analytically tend to note patterns, structure, or regularities in both real-world situations and symbolic objects; they ask if those patterns are accidental or if they occur for a reason; and they conjecture and prove. Reasoning mathematically is a habit of mind, and like all habits, it must be developed through consistent use in many contexts” (Principles and Standards for School Mathematics, p. 56).

Connecting Measurement and Architecture: Building an Inflatable

10.5951/mtms.13.3.0144 ◽

2007 ◽

Vol 13 (3) ◽

pp. 144-149

Author(s):

Elizabeth D. Gray ◽

Denise Tullier-Holly

Keyword(s):

Middle School ◽

Middle School Students ◽

Real World ◽

School Mathematics ◽

Classroom Experiences ◽

School Students ◽

The Real ◽

Mathematical Connections ◽

Principles And Standards

Middle school students need to see connections between mathematics and the real world. However, they often learn mathematics as a set of distinct topics or separate strands, because a majority of the available textbooks tends to present it that way, and teachers tend to follow the textbooks. According to Principles and Standards for School Mathematics (NCTM 2000), our students should be made aware of mathematical connections explicitly so that the manner in which topics are connected is obvious. McClain (1996) suggests that if teachers offer classroom experiences in which students can see connections, then “the vibrant discipline of mathematics actively engages students in their own learning” (p. 682).

Principles and Standards: Developing Computational Fluency with Whole Numbers

Teaching Children Mathematics ◽

10.5951/tcm.7.3.0154 ◽

2000 ◽

Vol 7 (3) ◽

pp. 154-158 ◽

Cited By ~ 2

Author(s):

Susan Jo Russell

Keyword(s):

Mathematical Reasoning ◽

Number System ◽

Basic Number ◽

School Mathematics ◽

Evaluation Standards ◽

Computational Fluency ◽

Mathematics Program ◽

Learning To Reason ◽

Fact Learning

Principles and Standards for School Mathematics (NCTM 2000) emphasizes the goal of computational fluency for all students. It articulates expectations regarding fluency with basic number combinations and the importance of computational facility grounded in understanding (see a summary of key messages regarding computation in Principles and Standards in the sidebar on page 156). Building on the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and benefiting from a decade of research and practice, Principles and Standards articulates the need for students to develop procedural competence within a school mathematics program that emphasizes mathematical reasoning and problem solving. In fact, learning about whole-number computation is a key context for learning to reason about the baseten number system and the operations of addition, subtraction, multiplication, and division.

Links to Literature: May 2001

Teaching Children Mathematics ◽

10.5951/tcm.7.9.0538 ◽

2001 ◽

Vol 7 (9) ◽

pp. 538-541

Author(s):

Jorie Borden ◽

Elsa Geskus

Keyword(s):

Children's Literature ◽

Problem Solving ◽

Real World ◽

Children’S Literature ◽

School Mathematics ◽

Teaching Skills ◽

The Real ◽

New Knowledge ◽

Principles And Standards

The phenomenal resurgence of children's literature in the marketplace has allowed teachers to help their students construct new knowledge by fostering the love of literature while teaching skills and knowledge. Principles and Standards for School Mathematics (NCTM 2000) recommends connecting mathematics with the real-world experiences of children. The authors chose Cook-a-Doodle-Doo! (Stevens and Crummel 1999) to provide students with opportunities for problem solving, estimating, predictive reading, and enjoyable eating.

The aims of teaching mathematics: mathematical literacy vs mathematical reasoning

Lietuvos matematikos rinkinys ◽

10.15388/lmr.2020.22472 ◽

2021 ◽

Vol 61 ◽

pp. 8-14

Author(s):

Rimas Norvaiša

Keyword(s):

Public Opinion ◽

Real World ◽

Mathematical Reasoning ◽

Gifted Students ◽

School Mathematics ◽

Teaching Mathematics ◽

Mathematical Literacy ◽

The Real ◽

Alternative Means ◽

Academic School

We discuss different alternatives of the content of school mathematics. According to the prevalent public opinion in Lithuania school mathematics can be oriented either to the academic mathematics or to the applications of mathematics. In reality the second alternative means lowering of the level of teaching in the hope that school mathematics will be accessible to all students. While the content oriented to the academic school mathematics is accessible only to gifted students. In this article we describe a middle alternative content which we call school mathematics based on mathematical reasoning. We argue that such school mathematics serves all students and makes acquaintance with mathematical reasoning and with applications of mathematics to the real world. Reasoning makes mathematics reasonable for all.