A Teacher’s Vie – It’s a Path, Not a Gap A Relationship-Based Approach to Mathematics and Well-being
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.
KeywordsRelationship-based teaching Well-being Third path Mathematics and Well-being Mathematical achievement
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Additional Suggestions for Further Reading
- Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth: Heinemann.Google Scholar
- Carnellor, Y. (2004). Encouraging mathematical success for children with learning difficulties. Victoria: Social Science Press.Google Scholar
- Kajander, A., & Boland, T. (2014). Mathematical models for teaching; reasoning without memorization. Toronto: Canadian Scholars Press.Google Scholar
- 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
- Third path website: http://www.thirdpath.ca/