Mathematics and Authentic Learning 1

Mathematics and Authentic Learning: Relating Mathematical Concepts to Real-World Situations

Kayla Brown EDUC 5433: Elementary School Math Methods St. Thomas University February 28, 2014

Mathematics and Authentic Learning 2

Abstract: Mathematics is best taught through hands-on experience and real-world connections. When students can apply mathematical concepts to everyday situations, they are more likely to be engaged and interested. This fosters a stronger sense of mathematical thinking and helps students remember what they've learned because of the deeper connections. There are many articles that support authentic tasks and hands-on learning while also giving teachers new and creative ways to implement these in the classroom.

Mathematics and Authentic Learning 3

Basile, C. (1999). Collecting data outdoors: Making connections to the real world. Teaching Children Mathematics,6(1), 8-12. This article shows the importance of integrating math and science through data collection. Students make connections between mathematical connects and the realworld through observation, data collection, and analysis. When children collect data, they learn to look for patterns, develop reasoning skills and are able to draw conclusions based on the information they observed and collected. In the article, students as young as kindergarten aged are able to learn about data through sorting and classification. This builds into learning how to document everyday occurrences such as weather or measurements of their classmates. The emphasis on data collection gives students the opportunity to think mathematically and apply their reasoning to data in the world around them. Karp, K., & Brown, E. (2001). Geo-Dolls: traveling in a mathematical world. Teaching Children Mathematics, 8(3), 132-138. This article introduces the concept of students exploring mathematical concepts through real-world connections, integrated subject areas and hands on experiences. The students follow the travel stories of dolls based on characters in books, and relate the travels to math, social studies, and literacy. The dolls are taken along trips by colleagues, friends and students and are shown in different situations in which students can problem-solve for them. The students use the dolls travel escapades to solve math problems, such as measurement and distance. As each scenario arises,

Mathematics and Authentic Learning 4

students use their mathematical and logic skills with hands-on practice. Through this, the students are engaged and excited as they anticipate the dolls next journey. Minetola, J., Serr, K., & Nelson, L. (2012). Authentic geometry adventures. Teaching Children Mathematics, 18(7), 434-438. In this article, the students are exposed to geometry in an authentic way while encouraging students to see shapes in the world around them. The article suggested first to introduce the idea of geometry with story books, then tasking the students to go on a Shape Walk where students discover shapes in the classroom, home, and outdoors. Once students began connecting the items in their classroom to geometric shapes, they were able to extend that to the playground and beyond. This kind of authentic, engaging learning gave children an new perspective and cemented the concept of geometry in their mind. Sherrill, C. (2005). Math riddles: Helping children connect words and numbers. Teaching Children Mathematics, 11(7), 368-375. In this article, students are exposed to mathematical problem solving through riddles. Instead of a basic hands-on activity with coins, students are encouraged to solve and then create mathematical riddles of their own for classmates to solve, specifically regarding coins and money. This type of activity fosters creative thinking and reinforces mathematic skills and concepts, while giving a real-world connection. The article gives good tips on how teachers can help students formulate good riddles and develop strategic thinking skills.

Mathematics and Authentic Learning 5

Whitin, P., & Whitin, D. (2006). Making connections through math-related book pairs. Teaching Children Mathematics,13(4), 196-202. This article demonstrates the value of integrating math and other subjects such as literacy to foster understanding. The teacher uses different story books to promote mathematical relationships without students realizing. Students are encouraged to examine the pages of the story and make observations about what they see. While students are containing how many windows on the building while being engaged in the story, they are practicing math without realizing. If the teacher is consistent in the types of questions, students begin to make connections between stories and mathematical concepts. In this article, the students built on their mathematical thinking relating to the stories, and created their own word puzzles based on the story. The result shows students are able to incorporate their interests and experiences to make sense of mathematical relationships. Yang, D. (2006). Developing number sense through real-life situations in school. Teaching Children Mathematics,13(2), 104-110. In this article, the students develop number sense through authentic mathematical debates. Students are presented with a question, and they solve it as a class through teacher prompts, asking questions and class discussions. The entire class is actively engaged in solving the problem, and are encouraged each step of the way. Though the class had not learned previously how to solve that type of mathematical questions, they learned through trial-and-error. This type of problem solving encourages students to ask the right questions and gain relevant information. When a

Mathematics and Authentic Learning 6

teacher offers mathematical tasks that are worthwhile and interesting students while supporting them in a comfortable learning environment, students are able to learn and discover math for themselves.