Abstract
Skillful teaching involves seeing mathematics in ways that are coherent and making decisions during planning and teaching. In particular, teaching requires making decisions about what connections to make, when to make them, and how students might make them. We posit that it is important for teachers and teacher educators to understand the pedagogical work of making connections, as this pedagogical work positions students to access ideas later in the curriculum. We analyzed the teaching and planning sessions of a first grade teacher to examine the question: What are the characteristics of planning that make it possible for students to connect mathematics in ways that are productive in the short and long term? We frame this work in terms of connections that “give reason” (Duckworth, The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press, 1996) and “give purpose” – making sense of mathematical representations and arguments and increasing students’ access to content and practices valued by the discipline. We provide a concrete decomposition of the pedagogical work of planning for connections that give reason and give purpose. To illustrate the components we identify, we use the example of a first grade lesson whose goal was to help students transition from counting one by one when adding or subtracting to using the base ten system more intentionally. We close by describing possible future work in two arenas: designing opportunities to learn teaching that makes connections well and identifying learning opportunities made possible by such teaching.
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Notes
- 1.
The original design and implementation of Math Studio is led by Linda Foreman of the Teachers Development Group, West Linn, OR.
- 2.
The narrative has been edited for grammar and coherence. It skips over some short exchanges between Mrs. Reynolds and her students, so it is easier to keep track of how the lesson progresses.
- 3.
Howe and Epp (2008) named this the “Any-Which-Way Rule.”
- 4.
Open number lines do not contain any predetermined markers. Instead, numbers and markers are added to create records of students’ mental computation strategies. For example, 23 + 17 could be recorded as follows.
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Acknowledgments
The authors are grateful to the teachers, Mrs. Reynolds and Miss Curtis, for opening their teaching to Math Studio participants; to the Math Studio participants for their discussion; and to Jim Lewis for insightful guidance on this manuscript. This work is partially supported by NSF DUE-1439867.
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Lai, Y., Carlson, M.A., Heaton, R.M. (2018). Giving Reason and Giving Purpose. In: Li, Y., Lewis, W., Madden, J. (eds) Mathematics Matters in Education. Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978-3-319-61434-2_7
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