Correct answers – a dysfunctional math belief ?!?
April 27, 2010
Why is math teaching so ….unmathematical?? Here is what some math educators, including former Superintendent Terry Bergeson, believe. It is from Teaching and Learning Mathematics, March 2000, pages 58-59.
“Students exhibit four basic “dysfunctional” mathematical beliefs
(Borasi, 1990; based on a review of Buerk, 1981, 1985; Oaks, 1987; Schoenfeld, 1985a):
1. The goal of mathematical activity is to provide the correct answer to given
problems, which always are well defined and have predetermined, exact solutions.
2. The nature of mathematical activity is to recall and apply algorithmic
procedures appropriate to the solution of the given problems.
3. The nature of mathematical knowledge is that everything (facts, concepts, and
procedures) is either right or wrong with no allowance for a gray area.
4. The origin of mathematical knowledge is irrelevant—mathematics has always
existed as a finished product which students need to absorb as transmitted by
teachers.”
This publication, a complilation of reasearch on teaching math, was issued under former Superintendent Terry Bergeson. Her administration considered the concepts it contains to be the basis for good teaching. Dr. Bergeson was our Superintendent of Public Instruction from 1997-2008.
Tags: Mathematics
Why is math teaching so ….unmathematical?? Here is what some math educators, including former Superintendent Terry Bergeson, believe. It is from Teaching and Learning Mathematics, March 2000, pages 58-59.
“Students exhibit four basic “dysfunctional” mathematical beliefs
(Borasi, 1990; based on a review of Buerk, 1981, 1985; Oaks, 1987; Schoenfeld, 1985a):
1. The goal of mathematical activity is to provide the correct answer to given
problems, which always are well defined and have predetermined, exact solutions.
2. The nature of mathematical activity is to recall and apply algorithmic
procedures appropriate to the solution of the given problems.
3. The nature of mathematical knowledge is that everything (facts, concepts, and
procedures) is either right or wrong with no allowance for a gray area.
4. The origin of mathematical knowledge is irrelevant—mathematics has always
existed as a finished product which students need to absorb as transmitted by
teachers.”
This publication, a complilation of reasearch on teaching math, was issued under former Superintendent Terry Bergeson. Her administration considered the concepts it contains to be the basis for good teaching. Dr. Bergeson was our Superintendent of Public Instruction from 1997-2008.
Tags: Mathematics