Big Ideas in primary mathematics: Issues and directions
This article is located within the literature arguing for attention to Big Ideas in teaching and learning mathematics for understanding. The focus is on surveying the literature of Big Ideas and clarifying what might constitute Big Ideas in the primary Mathematics Curriculum based on both theoretic...
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| Format: | Article |
| Language: | English |
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University of the Free State
2013-10-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/1814 |
| _version_ | 1797270905320112128 |
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| author | Mike Askew |
| author_facet | Mike Askew |
| author_sort | Mike Askew |
| collection | DOAJ |
| description |
This article is located within the literature arguing for attention to Big Ideas in teaching and learning mathematics for understanding. The focus is on surveying the literature of Big Ideas and clarifying what might constitute Big Ideas in the primary Mathematics Curriculum based on both theoretical and pragmatic considerations. This is complemented by an analysis of the evidence for two Big Ideas in South Africa’s Curriculum and Assessment Policy Statements for Foundation- and Intermediate-Phase Mathematics. This analysis reveals that, while there is some evidence of implicit attention to Big Ideas in the Curriculum, without more explicit attention to these, teachers and, consequently, learners are not likely to develop understanding of Big Ideas and how they connect aspects of mathematics together.
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| first_indexed | 2024-03-08T04:40:50Z |
| format | Article |
| id | doaj.art-5bfd6f3614cb4a838dd97180c0b5a653 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T02:11:42Z |
| publishDate | 2013-10-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-5bfd6f3614cb4a838dd97180c0b5a6532024-03-07T11:17:56ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2013-10-01313Big Ideas in primary mathematics: Issues and directionsMike Askew0Monash University, Melbourne & University of the Witwatersrand This article is located within the literature arguing for attention to Big Ideas in teaching and learning mathematics for understanding. The focus is on surveying the literature of Big Ideas and clarifying what might constitute Big Ideas in the primary Mathematics Curriculum based on both theoretical and pragmatic considerations. This is complemented by an analysis of the evidence for two Big Ideas in South Africa’s Curriculum and Assessment Policy Statements for Foundation- and Intermediate-Phase Mathematics. This analysis reveals that, while there is some evidence of implicit attention to Big Ideas in the Curriculum, without more explicit attention to these, teachers and, consequently, learners are not likely to develop understanding of Big Ideas and how they connect aspects of mathematics together. https://journals.ufs.ac.za/index.php/pie/article/view/1814primary mathematicsbig ideasCAPSFoundationIntermediatecurriculum |
| spellingShingle | Mike Askew Big Ideas in primary mathematics: Issues and directions Perspectives in Education primary mathematics big ideas CAPS Foundation Intermediate curriculum |
| title | Big Ideas in primary mathematics: Issues and directions |
| title_full | Big Ideas in primary mathematics: Issues and directions |
| title_fullStr | Big Ideas in primary mathematics: Issues and directions |
| title_full_unstemmed | Big Ideas in primary mathematics: Issues and directions |
| title_short | Big Ideas in primary mathematics: Issues and directions |
| title_sort | big ideas in primary mathematics issues and directions |
| topic | primary mathematics big ideas CAPS Foundation Intermediate curriculum |
| url | https://journals.ufs.ac.za/index.php/pie/article/view/1814 |
| work_keys_str_mv | AT mikeaskew bigideasinprimarymathematicsissuesanddirections |