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Mathematics and statistics
Pedagogy
Prior learning and experience

Making connections to prior learning and experience

To make sense of a new concept or skill, students need to be able to integrate new learning to their existing mathematical and statistical understandings in a variety of ways.

Examples of actions that teachers can take to make connections to prior learning and experiences:

using the P-K theory teaching model – using imaging to link materials and generalisations
checking prior knowledge using a variety of diagnostic strategies
encouraging students to write stories for mathematical models
providing learning experiences which develop relational understanding (Skemp, 1976) of mathematics and statistics
providing real-life problems in which the context is relevant to the student.

Specific activities

Further information

Anthony, G., & Walshaw, M. (2009). Making connections. Effective pedagogy in mathematics. (PDF 320KB) (pp. 15-16). Belley: Gonnet Imprimeur.
Pirie, S., & Kieren, T. (1989). A recursive theory of mathematical understanding. For the Learning of Mathematics, 9(3).
Pirie, S., & Kieren, T. (1994). Beyond metaphor: Formalising in mathematical understanding within constructivist environments. For the Learning of Mathematics, 14(1).
Pirie, S., & Martin, L. (2000). The role of collecting in the growth of mathematical understanding. Mathematics Education Research Journal, 12(2), 127–146.
Skemp, R. (1976) Instrumental Understanding and Relational Understanding Mathematics Teaching, 77, 20–26. Retrieved from http://www.skemp.org.uk/ [click on papers].

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Last updated September 5, 2018

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