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].
Last updated September 5, 2018
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