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Coherence

Page history last edited by mark.trushkowsky@mail.cuny.edu 10 years, 6 months ago

 

Coherence in the Adult Education Math Classroom

 

 

This page will address the following questions:

 

  • What is coherence in math class?
  • Why is coherence important?
  • What are the challenges for more coherence in adult education classrooms and programs?
  • Helping students make deeper connections between the math topics we works on requires a deep understanding of math concepts. I know how to use procedures to solve problems, but I'm not sure I have a deep enough understanding to do that. Help?

 


 

What is coherence in math class?

Shift 2. Coherence

 

When it comes to the Common Core math instruction, the should be Coherence on two levels:

  • Coherence in the context of an HSE program - Teachers work together to make sure their instruction is coherent as students progress through the different levels of the program. The CCStandards are designed around coherent progressions from grade to grade, where student learning is carefully connected across grades/levels so that students can build new understanding onto foundations built in previous grades/levels.
  • Coherence in the context of one class - Within each semester, new math knowledge is carefully constructed though engaging students' prior knowledge. Over the course of the semester, each topic is not presented as a new event, but an extension of previous learning 

 

Check out this EngageNY video on the mathematical instructional shifts. The discussion about Coherence takes place from 9:20 to 14:30

 

 

 

 

 

 

 

Why is coherence important?

 

Phil Daro on Misconceptions - A video with Phil Daro where he talks about the roots of misconceptions in student learning and doing mathematics. As you watch this video, consider how the points he is making connect to the idea of developing coherence, both on the classroom level and on a program level.

 

 

 

What are the challenges for more coherence in adult education classrooms and programs?

 

COMING SOON!

 

 

 

Helping students make deeper connections between the math topics we works on requires a deep understanding of math concepts. I know how to use procedures to solve problems, but I'm not sure I have a deep enough understanding to do that. Help?

 

The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels. These documents can be very helpful for teachers to build up their own knowledge of the coherence within different math topics. They also explain why the standards are sequenced the way they are, point out common student misconceptions and offer pedagogical suggestions for dealing with those misconceptions.

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

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