Adult Education: Resource Guide and Learning Standards

INTRODUCTION TO MATHEMATICS

As discussed at the beginning of this document, certain skills are interwoven among all levels of a content area and not specific to a certain grade level. Therefore, a spiralling curriculum can broaden a fund of knowledge by returning to a concept on increasingly higher levels and extending understanding through exploration in greater depth.

Math Matrix

The Math Matrix on the following page is a graphic illustration of the interrelationship of foundation skills and basic mathematics topics.

Basic Mathematics Topics are listed across the top of the Math Matrix.

The horizontal sequencing of the Mathematics Topics across the top of the matrix is not intended to imply an order in which the topics are to be taught. Rather than a disjointed series of compartmentalized skills, it represents a continuum of linked and related subjects.

The vertical Foundation Skills include the concepts of operations and computation along with the thinking, problem-solving, and communication skills referred to in the SCANS. Unlike the listing of mathematics topics, however, the order in which these foundation skills are listed is purposeful, since problem-solving and communication are the apex of these skills.

Down the side of the matrix are listed the Foundation Skills, i.e., concepts of operations and thinking and communication skills needed to deal effectively with the mathematics topics.

The chart also demonstrates that, although computation skills are a basic necessity, they are not an isolated end in themselves. They are one set of the tools needed for problem solving and communication in mathematics. Also, the introduction of each new mathematics topic for instruction implies the reintroduction, review, and/or practice of the math concepts, as well as thinking and communication skills.

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