Teacher Notes
Hidden Curriculum
Hidden curriculum is used to describe the disconnect between what the teacher explicitly values and teaches and he/her course, and what is indirectly of covertly communicated to his/her students.
Possible pit-falls:
Possible pit-falls:
- Valuing one representation over another
- Valuing procedural rather than relational understanding
- Emphasizing the outcome rather than the process
- Showing biases towards one method over other methods of problem solving
Reflection
In going through the process of putting this course together I have been overwhelmed with the number of connections that exists between the 'units'. This entire course is based on three functions and their manipulations. The curriculum places a great deal of value on multiple representations and transitions between these representations. "It is not just being able to use different representations that fosters students’ algebraic thinking; it is also being able to make connections among different representations" (Ministry of Education, 2013). With careful planning, teachers can construct activities that engage students and simultaneously differentiate learning. When tasks are designed with a students zone of proximal development, each student can contribute in a meaningful way (Small, 2010).
In the tasks that have been designed here, I have attempted to create an opportunity for students to connect authentically with the material. By having students brainstorm and develop their understanding of functions in their everyday life, my hope is that theywill develop a deeper relational understanding of the material (Skemp, 1972). The more connection that students can make to a particular concept, the longer and more deeply the information will stay with them. Specialized content knowledge will allow me, through questioning, to direct student learning towards the curriculum material in a way that is more meaningful to them (Ball, 2008).
Having equitable and responsive pedagogy means having hands on activities that engage students and meets them where they are. It explores math in ways other than tests and quizzes and values logical thinking and problem solving. By building relationships with students, teachers can celebrate student differences. Responsive teaching values mistakes made both by students and teachers as an opportunity recognizing that students can teach students and students can teach teachers.
References:
Ball, D. L. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407.
Skemp, R. (1972). Relational Understanding and Instrumental Understanding. In R. Skemp, The Psychology of Learning Mathematics. Penguin.
Small, M. (2010). More Good Questions: Great ways to Differentiate Secondary Mathematics Instruction. Toronto: Nelson Education Ltd.
Ontario Ministry of Education. (2013). Paying Attention to Algebraic Reasoning, K to 12. Retrieved from http://www.publications.serviceontario.ca/ecom
In the tasks that have been designed here, I have attempted to create an opportunity for students to connect authentically with the material. By having students brainstorm and develop their understanding of functions in their everyday life, my hope is that theywill develop a deeper relational understanding of the material (Skemp, 1972). The more connection that students can make to a particular concept, the longer and more deeply the information will stay with them. Specialized content knowledge will allow me, through questioning, to direct student learning towards the curriculum material in a way that is more meaningful to them (Ball, 2008).
Having equitable and responsive pedagogy means having hands on activities that engage students and meets them where they are. It explores math in ways other than tests and quizzes and values logical thinking and problem solving. By building relationships with students, teachers can celebrate student differences. Responsive teaching values mistakes made both by students and teachers as an opportunity recognizing that students can teach students and students can teach teachers.
References:
Ball, D. L. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407.
Skemp, R. (1972). Relational Understanding and Instrumental Understanding. In R. Skemp, The Psychology of Learning Mathematics. Penguin.
Small, M. (2010). More Good Questions: Great ways to Differentiate Secondary Mathematics Instruction. Toronto: Nelson Education Ltd.
Ontario Ministry of Education. (2013). Paying Attention to Algebraic Reasoning, K to 12. Retrieved from http://www.publications.serviceontario.ca/ecom