Overview
- The goal of learning is not just to acquire knowledge, but to be able
- to use that knowledge in a variety of different settings that students
- see as relevant.
- David A. Sousa
Students are often successful with computational problems, whereas they experience significant difficulty when required to solve and analyze multi-step word problems. Why does this occur? What brain functions are vital for students' successful comprehension of math concepts? What parts of the brain produce student achievement in mathematics? These are essential questions that were researched and evaluated throughout the curriculum unit.
My unit focuses on student process and application of math concepts rather than rote memorization. I want students to acquire the ability to approach math in a system of reflective inquiry. The foundation to achieve this objective is through student exploration of meta-cognition activities to help them critically reflect on their learning. To augment this exploration, this unit incorporates multiple intelligences and brain-based learning theories, because according to research it is imperative that we create classrooms that engage the whole brain. Students will learn strategies to complete a variety of multi-step word problems with concrete information on the brain functions that allow for this success. I believe that when students have an understanding of the brain's relationship to how they learn math, this knowledge should build confidence when they attempt to solve complex problems. Therefore, my goal is to offer students an in-depth explanation of how the brain works in processing mathematical operations.
The unit is intended for fifth through eighth grade students. The length of time required to complete the unit is approximately six-eight weeks. The lessons created for this unit provide students with the competence to explain and illustrate mathematical concepts as opposed to just simple application. The curriculum unit is aligned to the Pennsylvania State Standards for math, science, and literacy.
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