Life Outside the Mathematics Classroom

Abstract

Mathematics achievement continues to be a critical indicator of success. Efforts to reform mathematics curricula and instruction include a focus on increased student participation and on strengthening the connections between mathematics and students’ lives outside the classroom. In this article, the author discusses the importance of considering the role of the students’ social environment in determining how students will participate in mathematics classroom activities and in determining what kinds of connections can be made to life outside the classroom. It is argued that these issues may be particularly important for students in urban environments who are not sheltered from the realities of the real world.

Preservice Teachers’ Changing Conceptions About Teaching Mathematics in Urban Elementary Classrooms

“…Contrary to this popular belief, research shows that urban children and youth do indeed thrive in constructivist learning environments because of the theoretical and practical foundations such environments provide (Griffin, Case, & Siegler, 1994;McNair, 2000). Therefore, one of the most important components of my methods course is not only to expose preservice teachers to literature that supports constructivist learning environments but also to ensure that the preservice teachers themselves have mathematical learning experiences that substantiate the general value of constructivism in teaching and learning.…”