MATHEMATICS IN CONTEXT

MATHEMATICS IN CONTEXT 2001, Education Development Center, in Contextis a comprehensive middle school MATHEMATICS curricu-lum for grades 5 through 8. It was developed by the Wisconsin Center forEducation Research, School of Education, University of Wisconsin Madison andthe Freudenthal Institute at the University of Utrecht, The Netherlands. Connections are a key feature of the program connections among topics, con-nections to other disciplines, and connections between MATHEMATICS and mean-ingful problems in the real world. MATHEMATICS in Contextemphasizes the dynam-ic, active nature of MATHEMATICS and the way MATHEMATICS enables students tomake sense of their world. In traditional MATHEMATICS curricula, the sequence of teaching often proceedsfrom a generalization, to specific examples, and to applications in in Contextreverses this sequence; MATHEMATICS originates from realproblems.

The third strand is geometry. Geometry, from the Dutch point of view, and from the work we’ve done, has much more focus on spatial visualization skills than on learning to identify properties of plane figures—which is the singular focus for geometry in so many curricula. The final strand of work is in statistics and probability.

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  Context, Final, Geometry

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