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In the mathematics classroom, the affective domain is concerned with students’ perception of mathematics, their feelings toward solving problems, and their attitudes about school and education in general. Personal development, self-management, and the ability to focus are key areas.
- Specialising
- Generalising
- Conjecturing
- Convincing
- Characterising
- Classifying
- Critiquing
- Improving
- Four Pairs of Thinking and Working Mathematics Characteristics
- Summary
Cambridge International’s definition: choosing an exampleand checking to see if it satisfies or does not satisfy specific mathematical criteria*. Specialising is often a good place to begin thinking about a mathematical question. It means considering a simpler or familiar example. The act of specialising is not to get to an answer as such, but rath...
Cambridge International’s definition: recognising an underlying pattern by identifying manyexamples that satisfy the same mathematical criteria. Generalising is the process of not focusing on one particular example, but rather trying to see a relationship among many. Example Let me use specialising again with another example: 5 + 7 = 12 Again, an o...
Cambridge International’s definition: forming mathematical questions or ideas. Conjectures are thoughtful ideas or guesses – they might turn out to be untrue. Once a conjecture has been made, learners should try to justify it mathematically. Example I conjecture that when you multiply an even number by an odd number the answer will be an even numbe...
Cambridge International’s definition: presenting evidence to justify or challenge a mathematical idea or solution. Developing mathematical reasoning involves trying to convince yourself and then someone else. It helps if the person you are trying to convince asks thoughtful questions. They should be convinced (or otherwise) through mathematical rea...
Cambridge International’s definition: identifying and describing the mathematical properties of an object. Learners often characterise mathematical shapes to find similarities and differences between them. Example Look for things that identify a kite: A kite is a 2D shape with four straight sides. It has two pairs of equal-length sides that are adj...
Cambridge International’s definition: organising objects into groups according to their mathematical properties. When we classify things, we sort them or group them based on similar characteristics. Example Sort these shapes by characteristics they have in common – square, kite, pentagon. A square is a 2D shape with four equal straight sides. It ha...
Cambridge International’s definition: comparing and evaluating mathematical ideas, representations or solutions to identify advantages and disadvantages. When we critique mathematical ideas or solutions, we are reflecting on what we can see. It also offers the opportunity to consider and discuss alternative viewpoints. Critiquing offers students th...
Cambridge International’s definition: refining mathematical ideas or representations to develop a more effective approach or solution. We can all improve and so it is an important characteristic to be able to reflect, refine and develop our mathematical ideas and solutions based on critiquing by ourselves or others to find more elegant solutions. E...
Specialising and GeneralisingConjecturing and ConvincingCharacterising and ClassifyingCritiquing and ImprovingThis blog gives you an insight into the TWM characteristics and hopefully you’re now feeling prepared and excited to bring them into your maths lessons. If you are looking for more support, the Cambridge University Press revised Primary and Lower Secondary mathematics seriessupports the 8 TWM characteristics, just look for the activities with the s...
May 2, 2024 · Use this glossary of over 150 math definitions for common and important terms frequently encountered in arithmetic, geometry, and statistics.
- Anne Marie Helmenstine, Ph.D.
Feb 19, 2016 · Feeling overwhelmed with dealing with the complexities of trigonomic ratios and the quirks of ‘imaginary numbers’, her students needed to know that at the end point of their mathematical exertions lay a place ‘in the real world’ in which these difficult concepts had some utility.
Mar 28, 2022 · Students who are not exposed early on to a coherent knowledge-building math curriculum lose out on opportunities to internalize a network of relevant math concepts, setting students up for deeper engagement with math as they progress through school.
We calculate the average by adding up all the values, then divide by how many values. Example: What is the average of 9, 2, 12 and 5? Add up all the values: 9 + 2 + 12 + 5 = 28. Divide by how many values (there are four of them): 28 ÷ 4 = 7. So the average is 7. See Mean for more details. Illustrated Mathematics Dictionary Numbers Index. In ...
Emotion in Math. Abigail Baird discusses how connecting math to the real world helps students to be more engaged and emotionally involved.
