Wednesday, November 26, 2008

NCTM? What about them?

What the NCTM Standards say about teaching math through problem solving and why we should listen.

As stated previously, the very curriculum we teach has been derived from the NCTM Standards and Principles. So, if our curriculum that we teach everyday is based on these principles and standards, should we not adhere to what it has to say?

NCTM (2000) states that “problem solving is the cornerstone of school mathematics. Without the ability to solve problems, the usefulness and power of mathematical ideas, knowledge, and skills are severely limited” (p.182). For me, this is why we teach mathematics; to enable students to use the knowledge and skills they have and apply it to the real world. NCTM (2007) notes that mathematical investigations that challenge students to deal with non-routine problems and situations should be a regular part of Standards-based instruction at all levels” (p.1). Being a primary/elementary teacher, I sometimes wonder if the problems I teach today, would really benefit students when they get to the real world. I mean, how will what students learn today in my grade 6 class enable them to solve problems 20 years from now. Well, NCTM has an answer for that as well. NCTM (2007) states that “just as solving problems can help students make sense of their changing world, justifying solutions and communicating results of mathematics investigations can help elementary students develop and expand their reasoning abilities” (p.1). It is through developing these skills that students will achieve the goal of being able to think mathematically that encourages making sense of what they are doing, which will enable students to grow into being critical mathematically thinking adults.

No comments: