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The general consensus of large-scale studies that compare traditional mathematics with reform mathematics is that students in both curricula learn basic skills to about the same level as measured by traditional standardized tests, but the reform mathematics students do better on tasks requiring conceptual understanding and problem solving. [3]
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require ...
The paper covers of the course books had a different color for each of the six courses: light blue, yellow, light green (here), red, blue, dark red. The course books put out by SSMCIS were titled Unified Modern Mathematics, and labeled as Course I through Course VI, with the two volumes in each year labeled as Part I and Part II. [11]
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]
Reform mathematics de-emphasizes this algorithmic dependence. [6] Instead of leading students to find the exact answers to specific problems, reform educators focus students on the overall process which leads to an answer. Students' occasional errors are deemed less important than their understanding of an overall thought process.
Procedural fluency is often times taught without an emphasis on conceptual and applicable comprehension. This leaves students with a gap between their mathematical understanding and their realistic problem solving skills. The ways in which teachers can best prepare for and promote this type of learning will not be discussed here. [1] [3]
Rote learning is widely used in the mastery of foundational knowledge.Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulae in any science, etc.
A concept definition is similar to the usual notion of a definition in mathematics, with the distinction that it is personal to an individual: "a personal concept definition can differ from a formal concept definition, the latter being a concept definition which is accepted by the mathematical community at large." [1]