A mathematics curriculum that focuses on conceptual learning of content for students by focusing on fewer concepts that are taught and learned at a deep level. This curriculum is in response to research studies of mathematics education in high-performing countries that suggest mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. The resulting Standards (Introduction to Common Core Standards for Mathematics) aim for clarity and specificity. There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students ( Steen, 2007 ).
Published in Chapter:
Transforming Mathematics Teaching through Games and Inquiry
Karin Wiburg (New Mexico State University, USA), Barbara Chamberlin (New Mexico State University, USA), Karen M. Trujillo (New Mexico State University, USA), Julia Lynn Parra (New Mexico State University, USA), and Theodore Stanford (New Mexico State University, USA)
Copyright: © 2016
|Pages: 26
DOI: 10.4018/978-1-5225-0120-6.ch003
Abstract
This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.