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Interdisciplinary Perspectives on Math CognitionKnowledge Building, Mathematics, and Creative Thinking: An Overview on Ontario Elementary Mathematical Teaching Beyond Twenty-First-Century Skills

Interdisciplinary Perspectives on Math Cognition: Knowledge Building, Mathematics, and Creative... [Elementary students in Ontario are bombarded with various mathematical classroom instructional methodologies, in order to assist them in improving their mathematical cognition. Children’s first formal years of schooling can determine a student’s awareness regarding their mathematical achievement, their math anxiety, and motivational stance regarding mathematics (Gunderson et al. 2018). While formal schooling is the most prominent way to disperse mathematical knowledge, children do discuss and embody math and its properties outside of the classroom environment. Mathematical knowledge can be acquired outside of formal school instruction and become a positive influence on mathematical performance throughout one’s lifetime (Brownell 1941). Ideas such as financial literacy, probability, and patterning are easy topics in which young students can encounter within their everyday lives. Nonetheless, students in Ontario are still experiencing difficulties when applying their understanding of mathematics to given problems within standardized testing. While the author of this chapter is aware of the problematic nature of standardized testing, it is important to note these results as a basis for the argument for the rest of this chapter. Ontario’s Education Quality and Accountability Office (EQAO 2016/2017) released their annual results of standardized testing on mathematical skills. The 2017–2018 results showed that fewer than half of the province’s grade 6 pupils—49%—met the provincial standard in math in the 2017–18 academic year. According to the EQAO standardized test in the 2016–17 academic year, only 49% of grade 3 girls in Ontario agreed with the statement they are good at math compared to 62% of boys. The difference widened in grade 6, where 46% of girls said that they were good at math compared to 61% of boys. While these statistics are problematic for Ontario educational partners, they only demonstrate the surface of the problem. Students are doing poorly not only on their results of testing, but also on their self-confidence, and specifically math anxiety within females is also distressful. This chapter examines methodologies to go beyond twenty-first-century skills, and how future mathematical instructional methods must become more rigorous in order to change and make an impact on Ontario student’s mathematical cognition. This chapter explores possible instructional methodologies in which educators should explore in order to find best practices for their students to build upon.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Interdisciplinary Perspectives on Math CognitionKnowledge Building, Mathematics, and Creative Thinking: An Overview on Ontario Elementary Mathematical Teaching Beyond Twenty-First-Century Skills

Part of the Mathematics in Mind Book Series
Editors: Danesi, Marcel
Costa, Miss Stacy A.
Interdisciplinary Perspectives on Math Cognition — Sep 15, 2019
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References (24)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-22536-0
Pages
277 –286
DOI
10.1007/978-3-030-22537-7_15
Publisher site
See Chapter on Publisher Site

Abstract

[Elementary students in Ontario are bombarded with various mathematical classroom instructional methodologies, in order to assist them in improving their mathematical cognition. Children’s first formal years of schooling can determine a student’s awareness regarding their mathematical achievement, their math anxiety, and motivational stance regarding mathematics (Gunderson et al. 2018). While formal schooling is the most prominent way to disperse mathematical knowledge, children do discuss and embody math and its properties outside of the classroom environment. Mathematical knowledge can be acquired outside of formal school instruction and become a positive influence on mathematical performance throughout one’s lifetime (Brownell 1941). Ideas such as financial literacy, probability, and patterning are easy topics in which young students can encounter within their everyday lives. Nonetheless, students in Ontario are still experiencing difficulties when applying their understanding of mathematics to given problems within standardized testing. While the author of this chapter is aware of the problematic nature of standardized testing, it is important to note these results as a basis for the argument for the rest of this chapter. Ontario’s Education Quality and Accountability Office (EQAO 2016/2017) released their annual results of standardized testing on mathematical skills. The 2017–2018 results showed that fewer than half of the province’s grade 6 pupils—49%—met the provincial standard in math in the 2017–18 academic year. According to the EQAO standardized test in the 2016–17 academic year, only 49% of grade 3 girls in Ontario agreed with the statement they are good at math compared to 62% of boys. The difference widened in grade 6, where 46% of girls said that they were good at math compared to 61% of boys. While these statistics are problematic for Ontario educational partners, they only demonstrate the surface of the problem. Students are doing poorly not only on their results of testing, but also on their self-confidence, and specifically math anxiety within females is also distressful. This chapter examines methodologies to go beyond twenty-first-century skills, and how future mathematical instructional methods must become more rigorous in order to change and make an impact on Ontario student’s mathematical cognition. This chapter explores possible instructional methodologies in which educators should explore in order to find best practices for their students to build upon.]

Published: Sep 15, 2019

Keywords: Knowledge-building; Math; Creative thinking; Procedural knowledge; Problem-based learning

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