EDU431 METHODS OF TEACHING MATHEMATICS AND

SCIENCE IN THE PRIMARY/JUNIOR GRADES

Required Reading I: Analysis and Reflection.
Title:
Elementary School Mathematics Priorities
CITATION: Wilson, W. S. (2009). Elementary school mathematics priorities. Retrieved from
http://www.math.jhu.edu/~wsw/papers2/education/14b-elem-math-priorities-preferred-09.pdf
ABSTRACT:

ANALYSIS/REFLECTION:

Provided below is a minimal list of core

concepts that must be mastered. They are
the building blocks for all higher
mathematics. This is not a curriculum or
set of standards and it is certainly not all
that students should learn in elementary
school. It is also not just a list of skills to
acquire. Although skills are essential in the
list, understanding the concepts is also
essential. This is an attempt to set priorities
for emphasis in an unambiguous fashion.

There is no doubt that mathematics is extremely

important in all elementary school classrooms. It
is one thing to teach mathematics, but it is
another thing to allow students to understand the
precise logic behind the equations and concepts
being taught. Otherwise, students will not be
able to make connections and deepen their
understanding of this subject. Teaching equations
without clear reasoning is much less effective,
and will likely raise issues as concepts become
more complex. When building upon students
mathematical knowledge, it is important to be
aware of the five fundamental building blocks
that are essential for learning: numbers, the place
value system, whole number operations,
fractions and decimals, and problem solving. In
order for learners to grasp more complex
mathematics, they cannot just simply know what
these building blocks are, but the logical
reasoning behind them and how to properly
utilize them. Students can use these as a
foundation in order to break down intricate
problems into more concrete, understandable
entities. Not all students will have the same
background knowledge when they enter a
classroom at the beginning of the year. It is the
responsibility of the teacher to help students
meet the expectations outlined in the curriculum,
and in order to do so, they may have to go back
and revisit the basic building blocks if students
are having a hard time comprehending the more
difficult mathematical concepts.