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

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Experience as Curriculum: Exploring Students' Understandings of School (Table 13)

Abstract

This paper will describe one comprehensive approach to mathematics curriculum that addresses the common core mathematical practices (CCMP)) that is consistent with a process-oriented, constructivist and holistic approach to mathematics curriculum. The fact that this approach is holistic and comprehensive is argued to be relatively unique to mathematics curriculum and a much needed reform in mathematics education. For example, the approach sees the common 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 that teaches students to solve nonroutine problems in a variety of contexts not limited to traditional mathematics content, including solving meaningful individually defined problems.

Author

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