Developing a Deep Understanding of Mathematics
February 2022
Developing a deep understanding of
mathematics begins in early childhood, continues through elementary school, and
then builds further in middle school, high school, and beyond. A deep
understanding of mathematics goes beyond algorithms, procedures, and knowledge—although
all are important—to making conceptual connections and understanding underlying
mathematical structures. One of my favorite characterizations to differentiate
knowledge and understanding is from Wiske (1998), who describes knowledge as
“information on tap” (p. 39) and understanding as “the ability to think and act
flexibly with what one knows” (p. 40). Wiske goes on to say that students need
to be able to use this learning both inside and outside of the classroom (p.
13).
Sound familiar? This parallels what
is in NCTM’s Catalyzing Change series. The first recommendation, Broaden
the Purposes of Learning Mathematics, states that each and every student should
develop deep mathematical understanding; and the fourth recommendation, Develop
a Deep Mathematical Understanding, goes further by specifically describing
what this means by grade band (webinar handout).
- Early
childhood settings and elementary schools should build a strong foundation of
deep mathematical understanding, emphasize reasoning and sense making, and
ensure the highest-quality mathematics education for each and every child.
- Middle
schools should offer a common shared pathway grounded in the use of
mathematical practices and processes to coherently develop deep mathematical
understanding, ensuring the highest-quality mathematics education for each and
every student.
- High
schools should offer continuous four-year mathematics pathways with all
students studying mathematics each year, including two to three years of
mathematics in a common shared pathway focusing on the Essential Concepts, to
ensure the highest-quality mathematics education for all students.
When you
look at the three grade-band descriptions, what stands out to you? Consider it,
write it down. Reflect on why you made those selections. A few key phrases that
stood out for me were foundation, quality, practices and
processes, coherent, and each and every. I sum it up this
way: Developing a deep understanding of mathematics results from a solid,
strong foundation of concepts supported through high-quality, equitable mathematics
education for each and every learner. Building and developing mathematical
processes and practices through a coherent, cohesive approach to mathematical
concepts and procedures that values students’ positive mathematical identity is
essential to developing this deep understanding. That is a great deal to unpack
but powerful!
Now what
does that mean for me as a teacher of mathematics? It can mean many things but
here are two for us to consider. First it means I need to deepen my own
understanding of mathematics. In 2010 Wohlhuter, Breyfogle, and McDuffie called
us as teachers to continue our own learning because “developing
deep knowledge and understanding of mathematics is a lifelong process, and
building the foundation for teachers’ development must begin in preservice
preparation and continue throughout one’s professional life” (p. 178).
Second
it means we need to
seriously consider what it means to teach mathematics for understanding. For a number
of years, I have taught a course entitled Teaching for Understanding at my
university. In that course, the goal is for the students, who are usually
practicing teachers, to develop their own framework for teaching for
understanding based on relevant research and effective practices that reflect
goals for learning in their discipline. They are often from a variety of
disciplines and have found this beneficial as teachers learn from one another
across disciplines. They read about relevant theory, research, and practice to
examine key elements that should be part of a framework that would support
their role as a teacher in teaching for understanding and support their
students in learning for understanding. As a group, they explore ideas of what
understanding is, what it looks like, what the characteristics of teaching for
understanding are, what barriers or challenges to teaching for understanding
may exist, and even explore whether the goal is to teach for understanding. Thought
provoking, rich discussions to be sure! We spend time reflecting on such questions
as What topics are worth understanding? What about them must students
understand? How can we foster understanding? How can we determine what students
understand?
Maybe such
an exercise would be useful for you to engage in as an individual teacher and
collectively as grade-level, departmental, or mathematics course teachers (i.e.,
geometry, algebra, statistics, etc.). Maybe it could be a topic of discussion
in a PLC (professional learning community), departmental meeting, a coaching
session, or other professional development opportunity. What elements are
essential to you to teach for understanding so that students learn for understanding?
They might include aspects of the eight Effective Teaching Practices (NCTM
2014, p. 10) I discussed last month or might focus on areas such as
assessment, collaboration, task choice, classroom environment, equity, use of
technology, the role of reasoning and sense making, or others you might
identify.
Whether the topic is
number sense, fractions, functions, equivalence, proportional reasoning,
probability, area, rate of change, or area under a curve, students need to
develop a deep understanding of key mathematical concepts. This deep
understanding is empowering and transformative. It builds a sense of agency and
positive mathematical identity; it develops students’ confidence as knowers and
doers of mathematics; and it opens up opportunities for all students as they
pursue their future.
What does
it mean to you to develop a deep understanding of mathematics and to teach for
understanding? It’s a powerful question to consider!
Trena Wilkerson
NCTM President
@TrenaWilkerson
References
National Council of Teachers of
Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical
Success for All. Reston, VA: NCTM.
Wiske,
Martha Stone, ed. 1998. Teaching for Understanding:
Linking Research and Practice. San Francisco: Jossey-Bass.
Wohlhuter, Kay A., M. Lynn
Breyfogle, and Amy Roth McDuffie. 2010. “Strengthen Your Mathematical Muscles.”
Teaching Children Mathematics 17, no. 3 (October): 178–83.