Here, communication is a learning opportunity. Through open dialogue, they taught each other. Thinking aloud with this familiar item in mind, students respectfully explained why flawed solutions wouldn’t work. Lamdin’s story about the 5th graders dividing the candy bars is an excellent example of intentional discourse. Real-world connection does, however, facilitate intentional discourse.Īccording to the National Council of Teachers of Mathematics, intentional discourse entails “students comparing and contrasting ideas and methods, constructing viable arguments, critiquing each other’s reasoning, and helping each other make sense of mathematics.”' Indeed, real-world connection leaves little room for rote learning, which studies indicate is ineffective. If the students learned division by rote instead, they might miss the chance to make the connection between fractions and divisions. By solving this real-world problem, students naturally “revealed and worked through a number of confusions and misconceptions about fractions and divisions” (Lambdin 5). Another student then offers an alternative solution that also works. None of them work until one student solves the problem by drawing equally segmented chocolate bars on the board. However, the students soon realize that it will leave them with an unequal number of pieces. When the teacher polls her students, most of them agree on the former equation. How much can each student get?” Students suggest two ways to divide the candy bars: 39 by 5 and 5 by 39. “Suppose 39 students want to share 5 candy bars fairly. Lambdin uses the example of a fifth-grade teacher posing the following scenario to a classroom: To illustrate how this web is formed, Diana V. Developing a web of understanding stands in contrast to learning by rote, which too often leads to questions about math’s relevancy. The advantages of real-world connection may stem from the fact that students get plenty of opportunities to enrich their “web of understanding”-a network of concepts that grows as students build on their skills and knowledge. For instance, teachers said that real-world connection can be a limitation “If examples are unrealistic and not related to students’ experiences.” And some were worried that students will conclude that “mathematics is only limited to real life.” More serious issues-such as the concern that teachers are not trained to teach real-world connection-can be addressed in university teaching curricula and professional development seminars. When asked to list the disadvantages, most teachers said that “There is no significant disadvantage.” Some of the disadvantages they did list are easily remedied. Facilitates generalization and abstraction of mathematical ideas and concepts.Helps students develop a positive attitude toward mathematics.Helps students build a consciousness of their future career choices by showing occupational fields in which mathematics is used.Develops students’ mathematical process skills (reasoning, communication, problem-solving, and analytical thinking).Helps to improve conceptual, meaningful, permanent learning.Increases motivation and interest in mathematics. One study asked teachers from a range of grade levels to list the advantages and disadvantages of real-world connection. In turn, math becomes a visible phenomenon in their routines instead of a set of abstract rules and concepts confined to the classroom.īut does real-world connection lead to better academic results? While there may be no scholarly consensus regarding this question, many teachers see improvement in their classroom by following this method. When real-world connection is incorporated into lessons, students have the opportunity to see how math fits into their daily lives. It is a method that fosters an understanding and appreciation for numbers by focusing on the relationship between mathematical concepts and students’ experiences and interests. Provides teachers a way to answer this question preemptively.
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