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ERIC Number: EJ815110
Record Type: Journal
Publication Date: 2008-Sep
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0025-5785
Fragments and Coherence
Watson, Anne
Mathematics Teaching Incorporating Micromath, n210 p8-11 Sep 2008
Can teachers contact the inner coherence of mathematics while working in a context fragmented by always-new objectives, criteria, and initiatives? How, more importantly, can learners experience the inner coherence of mathematics while working in a context fragmented by testing, modular curricular, short-term learning objectives, and lessons that jump from one topic to another because of coverage pressures, textbook design, staffing problems, and so on? In this article, the author presents these questions in two mathematical contexts: (1) trigonometry; and (2) multiplication. (Contains 1 note.)
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A