A discussion on the understanding of mathematical concepts

Asking questions for science and defining problems for engineering 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5.

A discussion on the understanding of mathematical concepts

MP1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.

They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution.

They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need.

Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.

Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?

MP2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

MP3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.

They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others.

A discussion on the understanding of mathematical concepts

They reason inductively about data, making plausible arguments that take into account the context from which the data arose.

Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.

Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades.

Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MP4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.

In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another.

Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.

They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas.

They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

MP5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem.

These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.

The Concept and Teaching of Place-Value in Math

For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge.

When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems.

They are able to use technological tools to explore and deepen their understanding of concepts. MP6 Attend to precision.

Mathematically proficient students try to communicate precisely to others.In mathematics education, the Van Hiele model is a theory that describes how students learn geometry. The theory originated in in the doctoral dissertations of Dina van Hiele-Geldof and Pierre van Hiele (wife and husband) at Utrecht University, in the timberdesignmag.com Soviets did research on the theory in the s and integrated their findings into their curricula.

Logic (from the Ancient Greek: λογική, translit.

A discussion on the understanding of mathematical concepts

logikḗ), originally meaning "the word" or "what is spoken", but coming to mean "thought" or "reason", is a subject concerned with the most general laws of truth, and is now generally held to consist of the systematic study of the form of valid inference.A valid inference is one where there is a specific relation of logical support.

Aug 16,  · >>>achieve any understanding of mathematical concepts. >>It is only a tiny handful of these students who will ever need any >>understanding of mathematical concepts.

The discussion is meant to provide a broad outline for future scientific research on children’s mathematical understanding and for thinking about how mathematics.

The discussion is meant to provide a broad outline for future scientific research on children’s mathematical understanding and for thinking about how mathematics. GET STARTED: Find test dates/locations, materials, and more. Logic (from the Ancient Greek: λογική, translit. logikḗ), originally meaning "the word" or "what is spoken", but coming to mean "thought" or "reason", is a subject concerned with the most general laws of truth, and is now generally held to consist of the systematic study of the form of valid inference.A valid inference is one where there is a specific relation of logical support.

MATHEMATICAL CONCEPTS, THEIR MEANINGS, AND UNDERSTANDING1 Juan D. Godino University of Granada (Spain) "Try not to think of understanding as a 'mental process' at all WHAT IS CONCEPTUAL UNDERSTANDING? attention paid to understanding of mathematical concepts.

Rote learning is not the The NCTM Principles provides an excellent conclusion to the discussion of conceptual understanding: Learning with understanding is essential to enable students to solve the new kinds of.

Standards for Mathematical Practice | Common Core State Standards Initiative