2007 Biennial Cross-Campus Conference in Education

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Browsing 2007 Biennial Cross-Campus Conference in Education by Author "Bell-Hutchinson, Camille"

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    Bridging the science and mathematics divide: Issues, challenges, and promises
    (School of Education, UWI, St. Augustine, 2008) Bell-Hutchinson, Camille
    The learning of both science and mathematics represents alienating experiences for many students in the Caribbean. This must be cause for concern, since both these disciplines play pivotal roles in the growth and development of a nation. This paper puts forward the position that teachers should more closely link the two subjects in the classroom in order to bring meaning to both. We argue that since both mathematics and science teaching not only share some common learning goals-the development of a spirit of inquiry, the ability to draw conclusions based on evidence, and the ability to reason and solve problems-but also important concepts such as length, area, volume, mass, and time, that learning can be significantly enhanced through classroom practices that deliberately attempt to connect such knowledge, skills, and principles that have clear relevance to both disciplines. Issues and challenges in attempting to bridge the divide will be discussed with implications for teacher education and the associated challenges
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    Constructivism and the enabling of mathematical thinking
    (School of Education, UWI, St. Augustine, 2008) Bell-Hutchinson, Camille
    The way mathematics is taught in many Caribbean classrooms often hinders the development of mathematical thinking skills and the attainment of mathematical understanding. This paper puts forward the view that the essential task of mathematics teachers is to enable the construction of meaning in order to facilitate their students' mathematical thinking and mathematical understanding. The paper argues the view that mathematics is not something that exists "out there" but, rather, is an activity that is socially constructed and validated. Findings of research conducted in Jamaica in two Grade 8 mathematics classrooms, where two teachers implemented thinking-focused pedagogy grounded in social constructivist ideology, are discussed, in an attempt to demonstrate how they used strategies that were aimed at the construction of meaning through access to mathematical ideas and the attainment of mathematical understanding. The paper argues that the use of such teaching approaches can fundamentally change the face of mathematics education in Caribbean schools