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ERIC Number: EJ972376
Record Type: Journal
Publication Date: 2010-Nov
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0025-5785
Key Understandings in School Mathematics: 3
Watson, Anne
Mathematics Teaching, n220 p4-5 Nov 2010
This article is the third in a series which draws on findings from Nunes, Watson and Bryant (2009): "Key understandings in school mathematics: a report to the Nuffield Foundation". In this article the author focuses on what learners have to understand and learn in order to do secondary mathematics well in general terms. She is assuming a general educational context that encourages thinking and problem-solving across subjects. A key difference about mathematics is that empirical approaches may solve individual problems, and offer directions for reasoning, but do not themselves lead to new mathematical knowledge or mathematical reasoning. Nor do they lead to the empowerment that comes from identifying key abstract ideas and tools as they are manifested in particular situations. For this reason general problem-solving initiatives in schools may not make a difference to students' ability to learn abstract and formal ideas, although they may change motivation, effort, and resilience. (Contains 1 endnote.) [For Part 2, see EJ972354.]
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom