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Learning

Learning. The revised curriculum supports students learning mathematics with understanding and actively building new knowledge from experience and prior knowledge. Conceptual Understanding. Conceptual understanding refers to an integrated and functional grasp of mathematics.

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Learning

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  1. Learning The revised curriculum supports students learning mathematics with understanding and actively building new knowledge from experience and prior knowledge.

  2. Conceptual Understanding • Conceptual understanding refers to an integrated and functional grasp of mathematics. • It is more than knowing isolated facts and procedures. Eg. Multiplication the Algebraic Way

  3. Conceptual Understanding • Conceptual understanding supports retention. When facts and procedures are learned in a connected way, they are easier to remember and use and can be reconstructed when forgotten. Hiebert and Wearne 1996; Bruner 1960, Katona 1940

  4. Balancing Conceptual Understanding and Procedural Fluency • Pitting procedural fluency against conceptual understanding creates a false dichotomy. • Understanding makes learning skills easier, less susceptible to common errors and less prone to forgetting. • Also, a certain level of skill is required to learn many mathematical concepts with understanding Hiebert and Carpenter 1992

  5. Revision -describe the relationship between the algebraic and geometric representations of a single variable term up to degree three ( i.e., length, which is one dimensional, can be represented by x; area, which is two dimensional can be represented by x^2, and volume, which is three dimensional can be …. Making Connections COURSE: GRADE 9 Applied and Academic

  6. Continuum of Learning:

  7. Developing Concepts Across the Grades

  8. Developing Concepts - Volume Grade 4 Measure Volume Grade 5 Grade 6 Grade 7 Gr 8 Grade 9 Grade 9 Grade 10 Academic Applied Applied Solve problems Develop formulas Solve problems Involving optimal for the volumes of involving volumes volume. Solve the pyramids, cones of prisms, pyramids max and min vol and spheres. cylinders, cones, pyramids, cones spheres, and a and spheres. combination. Gr 9

  9. Gr 7 Gr 8 Gr 9 Gr 10 Your turn to put the puzzle together Your turn to investigate expectations from grade 7, 8, 9 and 10 that build on one another.

  10. On your tables you will find a green sheet that has an overall expectation. Determine the prerequisite expectation(s) from Grade 10 to Grade 7 and remain in the same pathway. Use the organizer and chart paper at your table. Post on the back wall when completed.

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