دانلود کتاب پاسخ به بزرگترین سؤالات شما در مورد آموزش ریاضی پنجم متوسطه برای رشد

Traditional mathematics teaching may have served learners living in the Agricultural, Industrial, and Information Ages, because employment opportunities rewarded people who could think in systematic ways and refer to set approaches to solving problems. That changed as we entered the Conceptual Age and postsecondary employment sought out people who could think critically, solve problems, and demonstrate the transfer of ideas in new settings (Wathall, 2016). We’ve now progressed past the Conceptual Age, and employers are looking for employees who can think critically and creatively, solve problems, describe problem spaces and transfer ideas to new settings and recognize patterns and structures that define the new settings to support more efficient transfer and sensemaking. Teaching conceptually can support students in engaging creatively outside of school because concepts, by definition, are “mental constructs, which are timeless, universal, and transferable across time or situations” (Wathall, 2016, p. 6). Answers to mathematics problems that can be found by entering problems into computational technology do not contribute to creative student thinking. While learning mathematics facts and procedures has its place, students need to be taught math in ways that support them in understanding how concepts, facts, and procedures are connected so they can retain this knowledge and build a more complex schema of mathematics.