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Mathematics for social justice is a pedagogical approach to mathematics education that seeks to incorporate lessons from critical mathematics pedagogy and similar educational philosophies into the teaching of mathematics at schools and colleges. The approach tries to empower students on their way to developing a positive mathematics identity ...
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
In mathematics education, a representation is a way of encoding an idea or a relationship, and can be both internal (e.g., mental construct) and external (e.g., graph). Thus multiple representations are ways to symbolize, to describe and to refer to the same mathematical entity. They are used to understand, to develop, and to communicate ...
They claim students learn to discern similarities and differences in the mathematics, and also that "through such rich mathematics classroom discourse, students develop and consolidate their understanding of the learning goal of the lesson in terms of making connections to prior knowledge and experiences and making generalizations". [3]
How Students Learn: History, Mathematics, and Science in the Classroom is the title of a 2001 educational psychology book edited by M. Suzanne Donovan and John D. Bransford and published by the United States National Academy of Sciences's National Academies Press.
Traditional mathematics focuses on teaching algorithms that will lead to the correct answer of a particular problem. Because of this focus on application of algorithms, the student of traditional math must apply the specific method that is being taught. Reform mathematics de-emphasizes this algorithmic dependence. [6]
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