Principled Principles for Mathematics Educators and Curriculum Decision Maker

Principled procedures are descriptions of the kinds of actions teachers will use to guide their interactions with educators, parents, and their learners. They are based on their beliefs, wisdom of practice, research, and ethical considerations for the manner in which people want to be treated with each other, everything in school, and outside school to support a sustainable Earth.

1. Equity, believe and act as all learners can learn. Challenge learners by giving them autonomy to solve problems and support them with sufficient resources; technological, physical, emotional, and intellectual to develop each learner's self-efficacy in mathematics with encouragement and high expectations according to each learner's individual needs regardless of their personal backgrounds.

2. Understand learners mathematical abilities and dispositions.

3. Facilitating learning is complex and requires numerous decisions with the best decisions being made by those who have a deep understanding of: mathematics and its uses in the world, how people learn mathematics, knowledge of students, how to assess what learners know, and how to motivate them to learn.

4. Believe and act as assessment is an integral ongoing part of teaching and learning conducted in a variety of ways to assure that learners have opportunities to demonstrate clearly and completely their dispositions, reasoning abilities, problem solving ability, mathematical practices and understanding of powerful ideas and their connections, as well as the ability to represent and communicate ideas in all of these areas. It informs and guides teachers as they make instructional decisions on their teaching and on each learner's development. It helps learners get a good sense of what mathematics is and how it can be used. Learner's success enables them to learn how to set and achieve reasonable goals for their own learning, thereby becoming independent learners with a disposition and capacity to engage in reflection and metacognition for self-assessment of their work and others.

5. Curriculum - Professional educators continually evaluate mathematical curriculum for all mathematical dimensions, comprehensiveness, the inclusion of powerful mathematics, the strength of the theoretical base claimed to support it, how practical it is to implement, it's coherence, its articulation across all grade levels, and its support by research and wisdom of practice.

6. Technology, specifically calculators and computers, are essential tools in teaching, learning, and doing mathematics. Mathematical ideas can be created and illustrated with models, equations, images, matrices, and other means that increase the power of doing mathematics and enrich students' mathematical understandings through engagement that is not possible using other methods, with increased speed, communication, focus on ideas or information, ease of working with large numbers, and generation of multiple solutions and possible solutions.

 

Dr. Robert Sweetland's notes
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