What do we teach math for if it is not to have students use their mathematical knowledge and understanding to solve problems? I used to tell my students that their employer was not going to ask them to do a straight computational problem such as, 346,328 - 132,004. No, they were going to ask them how many widgets were available to ship after the Acme Company’s order of 132,004 widgets was filled.
Teaching in Context
Deborah Schifter is a principal research scientist at the Education Development Center in Newton, Massachusetts.
In the book, Adding It Up: Helping Children Learn Mathematics, (National Research Council, 2001) (beginning in chapter 4, page 137) researchers talk about the components or strands of mathematical proficiency. They identify these strands as: