Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 53 Issue 2, June 2015
37 – 43
Teaching Mathematics for Understanding: Approaching and Observing
Priscila Dias Correa
Mathematics teaching has been the target of criticism recently (take, for example, the extensive media response to the latest PISA results). In part, these criticisms are derived from the belief that doing mathematics regardless of the nature of a learner’s understanding is sufficient for schooling purposes, and that thinking mathematically is necessary only for mathematicians. These beliefs seem to be deeply rooted in our society and are difficult to change. Because of that, new approaches for teaching mathematics are being judged negatively.
