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= What will Students Study in Mathematics? =

The content of the new curriculum is divided into the four strands shown below. Traditionally, in many mathematics classes, much of the time has been spent on knowledge and skills in the Number strand. Students have learned about numbers and how to compute them (adding, subtracting, multiplying, dividing).

In the common curriculum, the other three strands are given equal importance. All students, regardless of ability, will find an area of mathematics learning in which they can “shine” and achieve. For example, a teacher once described how a student who struggled with number work found great satisfaction in working with 3-dimensional objects and became the class “expert” on them.

In planning out the year, teachers will include content from all four strands. In this way each student will have an opportunity to “shine” and experience success as they receive a well-rounded mathematics education.

In order to help children achieve success in mathematics, it is important to create learning bridges. These are activities designed to allow students to make connections between everyday experiences (concrete materials) and abstract, symbolic thinking.
 * ==Number== || ==Patterns and Relations== || ==Shape and Space== || ==Statistics and Probability== ||
 * || * patterns
 * variables and equations || * measurement
 * 3-D objects and 2-D shapes
 * transformations || * data analysis
 * chance and uncertainty ||

Mathematics is made meaningful and much easier to understand when there are many connections made between the two levels of thinking (concrete and abstract). Learning bridges are essential. There should be many crossings, back and forth, throughout the grades.

The challenge for teachers is to provide many opportunities for the students to make these crucial connections.
 * == Bridging == ||
 * === Concrete Thinking ===

Symbolic Experiences
|| === New Mathematical Concepts ===

Mathematics Anxiety

 * apathy
 * uncertainty
 * misunderstandings
 * frustration
 * lack of confidence
 * low motivation
 * dislike of mathematics
 * poor achievement ||

pictures graphs symbols real-world applications models || active learning sharing visualizing reflecting integrating ||
 * == Connecting == ||
 * === Concrete/Simple === || === Abstract/Complex === ||
 * manipulatives

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