Teaching for mathematical understanding: The potential of 'folding back' as a pedagogical tool

Investigator:

Funding Program:

SSHRC Insight Development Grant

Funding Amount:

$169,897

The notion of understanding mathematical ideas and concepts remains a critical and desirable component of the mathematics classroom, yet teachers continue to struggle with meaningful ways to teach for mathematical understanding. Understanding involves more than procedural knowledge, including the ability to reason with and to make sense of what is learned, but the translation of this into concrete teaching strategies that can be implemented in the classroom remains a challenge. This project will investigate ways in which the direct integration of theory into the teaching process can enhance the learning of mathematics in the school classroom.