Students immersed in classroom experiences that let them engage in learning mathematics concepts through problem solving, making and using abstractions, and developing and applying mathematical theories have greater opportunities for developing
mathematical habits of mind.
The more you engage your students in learning and doing mathematics, the greater the likelihood of their developing
the mathematical habits of mind of a productive mathematical thinker — and becoming experienced problem solvers who know what to do when they don't know what to do.
As a result the participants will produce a book (available in print and digital formats) of worked examples that model effective
mathematical habits of mind.
Developing
mathematical habits of mind.
Since the early nineties, researchers have agreed that students need to focus on the related mathematical practices or mathematical processes (National Council of Teachers of Mathematics, 2000),
mathematical habits of mind (Cuoco, Goldenberg, & Mark, 2010; Mark, Cuoco, Goldenberg, & Sword, 2010), and more recently, the eight Standards for Mathematical Practice (SMPs; Common Core State Standards [CCSS] Initiative, 2010).
Not exact matches
(24) It requires a quantifying
habit of mind, the kind which reduces all knowledge to
mathematical formulae and statistics.
Students acquire the knowledge, skills, and
habits of work and
mind — including perseverance, self - reflection, precision, and confidence — necessary to progress in
mathematical proficiency and prepare themselves to succeed in future math classes.