Big Ideas in Mathematics
At the beginning of this blogging journey I really could not
see the need for identifying a “Big Idea” for math. I thought that deciding upon and focusing on
one big idea would limit my creativity and force me down a path of “teaching to
my big idea”. I have since discovered
that this is entirely untrue. Having a
big idea in mind, if anything, pushed me to find connections in all of the
lessons and activities I chose to share.
Not only did it not limit me, it expanded my thinking process.
The big idea that I chose was one that I feel encompasses so
very much in relation to all math processes.
"Any
number, measure, numerical expression, algebraic expression, or equation can be
represented in an infinite number of ways that have the same value."(2005
Charles)
I
actually found it very hard not to relate it to my activities. It fits in with so many things, pictorial
representations, manipulatives, symbols, numerical and algebraic expressions,
equations, measurements (whether they are direct or indirect). It just seems to cross the borders of the entire
math curriculum. I feel like this is a
strong methodology when teaching students.
Teaching
from this wholistic viewpoint strongly links to the Aboriginal cultural ways of
knowing and it has been found that most students (Aboriginal or otherwise)
respond well to this type of teaching.
Knowing that all things can be connected gives students a chance to draw
from personal experiences and make meaningful connections to their own lives
resulting in knowledge that will remain with them. This gives our students a strong knowledge
base to draw upon in subsequent years.
In effect we are giving them tools to solve “problems” that they will
encounter now and later in life.
Teaching
with a big idea in mind also helps to form assessment that is meaningful not
only to the content that is taught but to the gathering of knowledge that our
students are involved in. Assessments
that are created to show connections within learning are rich in potential for
student understanding. Instead of “teaching
to a test” assessment can be developed with the needs of students in mind. Not every child does well on or is even, in
some cases, capable of doing lengthy exams to demonstrate their knowledge. Creating assessments that can be hands-on or
delivered in alternate formats is essential in finding the true level of and
potential of our students.
In
my own classroom, I will definitely teach math with a big idea in mind. I believe in a wholistic approach to learning
and assessment for students. I feel like
providing connections is a meaningful and very powerful way of passing
knowledge to our students. Giving students
the tools for future success is a critical part of teaching mathematics as it
provides for a strong basis from which they can grow and expand their thinking. When students have strong roots in
mathematical concepts they are likely to succeed in not only math but other
areas of academics.
I
have actually enjoyed doing this blog once I got into it and I may even choose
to continue it at a later date or create something similar. It’s always a great idea to share ideas and
knowledge that have been given to us.
Happy “Mathing”!!
Reference
Charles, Randall I. (2005) Big Ideas and Understandings as the Foundation for Elementary and
Middle School Mathematics. Journal of Mathematics Education Leadership, vol 7, number 3.
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