A Curriculum of Nonroutine Problems: A Holistic, Process-Oriented Approach to Mathematics Education

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Holistic, Decolonial, and Nonroutine Approaches to Mathematics Education (Table 7)

Abstract

This session describes one approach to mathematics curriculum that is consistent with a constructivist and holistic approach to curriculum. The approach sees the common core mathematical practices as a whole (versus eight separate practices to be individually addressed) that can be “naturally” addressed in the context of a curriculum of nonroutine problems. The approach is based primarily on research over 16 years developing a four-year secondary mathematics curriculum that teaches students to solve nonroutine problems in a variety of contexts not limited to traditional mathematics content, including solving meaningful individually defined problems, as well as strands of problems concerning ecological awareness and appreciating cultural diversity. Implementation in a variety of professional contexts will be discussed.

Author

• Robert H. London, California State University - San Bernardino