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Children come to school with a myriad of
informal mathematical experiences which bear witness to their enthusiasm and
curiosity in the mathematics classroom. As
active learners, children continually seek to make sense of what is presented.
Ultimately, they construct a personal theory about what mathematics is
and what it means to do mathematics. The teaching and learning of mathematics begins in
a math rich environment. The
activities, tasks, and discourse provide a framework for the development of
mathematical power in all learners. Mathematical
power (NCTM, 2000) is unmistakable in learners that exhibit conceptual and
procedural understandings. It is
evident in learners that can communicate mathematically.
Mathematical power is apparent in learners who can reason logically,
problem solve, and exhibit a disposition to persevere with real-life problem
solving situations. The Central Bucks School District math curriculum aims for mathematical power in all students. Its courses of study actively engage learners in this pursuit.
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For questions about the CB Elementary Mathematics website, contact Michelle Jacobs Revised Wednesday August 17, 2005 |