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A Teacher’s Vie – It’s a Path, Not a Gap A Relationship-Based Approach to Mathematics and Well-being

  • Tom Boland
  • David Tranter
Chapter
Part of the Advances in Mathematics Education book series (AME)

Abstract

It might appear, at first, that mathematics education and the development of well-being have little in common. However, a deeper look at the developmental nature of mathematics education reveals the inextricable connection between the two areas. An emphasis on strengthening relationships serves both mathematics education and the development of well-being. This chapter introduces the relationship-based approach to education, the eight conditions that support student success, and provides an example of how a school implemented this approach to improve mathematical proficiency, while also strengthening student well-being.

Keywords

Relationship-based teaching Well-being Third path Mathematics and Well-being Mathematical achievement 

References

  1. Education Quality and Accountability Office. (n.d.). Highlights of the provincial results: Assessments of reading, writing and mathematics, primary division (Grades 1–3) and junior division (Grades 4–6) English-Language students, 2016–2017. Retrieved from http://www.eqao.com/en/assessments/results/communication-docs/provincial-report-highlights-elementary-2017.pdf
  2. Pan-Canadian Joint Consortium for School Health. (2015). Strategic plan of the Pan Canadian Joint Consortium for School Health 2015–2020. Retrieved from http://www.jcsh-cces.ca/images/JCSH_strategic_Plan_2015-2020_Final.pdf
  3. Tranter, D., Carson, L., & Boland, T. (2018). The third path: A relationship-based approach to student well-being and achievement. Toronto: Nelson.Google Scholar
  4. What is a health promoting school?. (n.d.). World Health Organization. Retrieved from http://www.who.int/school_youth_health/gshi/hps/en/.

Additional Suggestions for Further Reading

  1. Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth: Heinemann.Google Scholar
  2. Carnellor, Y. (2004). Encouraging mathematical success for children with learning difficulties. Victoria: Social Science Press.Google Scholar
  3. Kajander, A., & Boland, T. (2014). Mathematical models for teaching; reasoning without memorization. Toronto: Canadian Scholars Press.Google Scholar
  4. Small, M. Gr. 4-8 (2009). Gr K-3 (2010) and Gr 9–12 (2011). Big ideas from Dr. Small: Creating a comfort zone for teaching mathematics. Toronto: Nelson Education.Google Scholar
  5. Third path website: http://www.thirdpath.ca/

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Tom Boland
    • 1
  • David Tranter
    • 2
  1. 1.Ontario Ministry of EducationTorontoCanada
  2. 2.Lakehead UniversityThunder BayCanada

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