MATHEMATICS CONNECTIONS Mathematics is the language and science of patterns which involves conjecturing, testing, modeling, identifying patterns,

verifying, analyzing, and making generalizations. These processes can be developed more fully if they are experienced throughout the various content strands of mathematics. The interrelationships between and among concepts need to be brought to students conscious levels in ways that help them see the connected nature of mathematics and its usefulness in other disciplines and real-life experiences. Mathematical connection was an important aspect determined in objective of Mathematical curriculum in school (NCTM, 1989; NCTM, 2000), and a standard of Mathematical learning substance focusing on the students competency in connecting knowledge as a standard of substance with Mathematical skill and process determined in Mathematical curriculum. A strong, interconnected foundation of mathematical knowledge is important to develop students mathematical literacy and empower them to learn new mathematics and apply it to everyday situations and throughout their careers. A mathematically literate person must not only have an understanding of mathematical content, but also be able to make connections among mathematical topics and to apply mathematical knowledge and understandings to other disciplines and to a variety of life situations. Types of Connections The connections described into three parts: A Connections Within Mathematics Recognizing interconnections within mathematics is one of the main emphases of the NCTMs standards (2000): Thinking mathematically involves looking for connections, and making connections builds mathematical understanding. Without connections students must learn and remember too many isolated
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concepts and skills. With connections, they build new understandings on previous knowledge. Making Connections among Mathematical Concepts challenges students to create different ways or manipulatives to solve one problem. Then, they are encouraged to make connections between each of these manipulatives so that they develop an understanding of what it means to create and solve an algorithm. Effective teachers emphasize links between different mathematical ideas. A teacher might, for example, introduce double the 6 as an alternative strategy to add 6 to 6. Three perspectives to find the answer for 3 1/2 x 2 1.Number sense :- multiplication is the repeated addition of equal sized groups. For example, 3 x 2 = 2 + 2 + 2. If 3 x 2 by definition is three groups of two in each group, then 3 1/2 x 2 1/2 means three and a half groups of two and a half in each group. 3 1/2 x 2 1/2 = 2 1/2 + 2 1/2 + 2 1/2 + 2 1/2 / 2 = 7 1/2 + 1 1/4 = 8 2.The Geometric or Measurement Perspective Using Area A rectangular grid using the idea of area and square unit. Drawn to scale, the area of each rectangle reflect the size of the fraction it represent. Students can solve this without actually doing any multiplication..Instead they can add like terms ( ones.halves,quarters), then combine them

1+1+1+1+1+1 = 1/4 ____ 8 3/4 2 =

6 (six 1/2

individual

whole

units)

+ 1/2 + 1/2 + 1/2 + 1/2 + 1/2 (five one-half units - three vertical and two horizontal)

1/4 (one half of a half unit) sum of the rectangular units, "unit" being a 1 x 1 square

_______________________

3.Algebraic Perspective Using the Distributive Property Using the above example and substituting the problem's values of 3 1/2 and 2 1/2, students' work might look like this.

4.Using Decimals
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Once restated in decimal notation, the problem can be solved using any of the approaches already described. Take the distributive property, for example:

5.The Standard Algorithm Perspective The algorithm is the most efficient way to do the mathematics The algorithm provides a process for solving the problem that relies on breaking down the problem down into easily calculated steps. 3 1/2 x 2 1/2 = 7/2 X 5/2 = 35/4 = 8 3/4

B Connections between mathematics and other disciplines There are many mathematical concepts and skills that play a critical role in other disciplines. Mathematics and Science Curriculum standards for science and mathematics are closely related, as they both deal with understanding the physical world. Both content areas rely on a similar problem-solving approach and tools such as observation, comparison, measurement, and communication. Example :- Both science and mathematics use models to explain the world. Models may take many forms (physical, mathematical, conceptual) and are a means of helping students, scientists, and mathematicians explore and understand how things work.
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Mathematics and Arts There are many connections between mathematics and art. At the most practical level, mathematical tools have always been used in an essential way in the creation of art. Since ancient times, the lowly compass and straightedge, augmented by other simple draftsmen's and craftsmen's tools, have been used to create beautiful designs realized in the architecture and decoration of palaces, cathedrals, and mosques. Interesting information about mathematics, and ways in which the Mathematics relates to many aspects of Art, Architecture and Design had been discovered. Drawings and designs can be create with the combinations of mathematical concepts with design and artwork. Mathematical art work through geometric shapes, tessellation, transformation and symmetry can be found Geometer's Skectchpad. Mathematics and Llanguage Integrating language arts into mathematics instruction has been a highly recommended instructional strategy. A variety of language-based techniques are encouraged to used to enhance mathematics learning. . Reading, writing, listening, speaking, viewing, and visually representing can all be incorporated into mathematics lessons. Quality books in which mathematics concepts are embedded can be used to contextualize mathematical ideas. Presents a story to develop the concept of grouping, organizes activities related to the story in which students use dramatization to develop new groupings, predict outcomes, validate their predictions, and discuss findings, all directed toward developing mathematics concept. C. Application-Based Connections In Real life situations Knowing how a concept is applied in the real world increases not only the interest
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using two

different methods: 1) with pencils, compass, ruler and pens 2) using The

in, but the understanding of, a concept by students. Application-based connections are designed to help students relate their learning to issues and contexts outside of school. These connections provide students with the opportunity to learn and use their knowledge, skills, and understandings in authentic experiences. Planning a school trip with the children is another example that will be rich in mathematics. For example, as well as costing and planning a time table, look at the route you will be taking from the school, work out the distance by measuring using string and a ruler, convert using the scale on the map to the actual distance. Then work out the time it will take to get there basing it on 70mph on motorways, 60mph on A roads etc. allow for traffic, give a set off time and ask the children to calculate estimated time of arrival. When students find they can use mathematics as a tool for solving significant problems in their everyday lives, they begin to view it as relevant and interesting. MATH Connections is concept driven. It uses common thematic threads that connect and blend many mathematical topics that traditionally have been taught separately and independently. As the series progresses, ideas and techniques build upon others, becoming increasingly more complex to match the sophisticated ideas from the mathematics. Because of the slow buildup, many of these topics are accessible to certain levels of students for the first time.

Why make Connections? -Processes and representations in one discipline become tools in another -Students see math ideas interconnect and produce a coherent whole -Improves problem solving
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To make sense of a new concept or skill, students need to be able to connect it to their existing mathematical understandings, in a variety of ways. Tasks that require students to make multiple connections within and across topics help them appreciate the interconnectedness of different mathematical ideas and the relationships that exist between mathematics and real life. When students have opportunities to apply mathematics in everyday contexts, they learn about its value to society and its contribution to other areas of knowledge, and they come to view mathematics as part of their own histories and lives. APPLICATION OF TECHNOLOGY The National Council of Teachers of Mathematics (NCTM) has argued even more persuasively in support of the use of computing technologies in the classroom. Electronic technologies calculators and computers are essential tools for teaching, learning and doing mathematics. They furnish visual images of mathematical ideas, they facilitate organizing and analyzing data and they compute efficiently and accurately. They can support investigation by students in every area of mathematics, including geometry, statistics, algebra, measurement and numbers. When technological tools are available, students can focus on decision making, reflection,reasoning and problem solving (NCTM 2000, p 24). Gone are the days when the teacher stood in the front of the classroom and lectured while students simply took notes. Today the classroom is an interactive world where the teacher as well as the student is engaged with technology Multimedia has been used tremendously in Malaysian school after the introduction of Smart Schools and the teaching of mathematics and sciences in English. Multimedia.technologies have a wide impact in the mathematics classroom. Multimedia can facilitate indepth exploration of mathematical topics previously Multimedia enables students to visually examine concrete representation of mathematics concept (Gningue, 2003).
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Types of Educational Technologies Used in Mathematics Classrooms 1.Computer Computer use in classrooms has been expanding, in part, due to the positive effects of computer-assisted learning in mathematics. Types of computers in mathematics classrooms include desktop computers, laptops, hand-held computers, and personal digital assistants (PDAs). Computers can be used for many things in the mathematics classroom. They can be used to show virtual models of mathematics like at the Mathematics Virtual Library, to create graphs more easily by using Excel, and to practice math skills on websites When integrated properly into the teaching and learning process, computers improve student proficiency in mathematics. Through different software ,applications computers reduce the cognitive load of mathematical learning. Interactive mathematics computer programs such as Geometer's Sketchpad and virtual modeling provide students with dynamic multiple representations and support their understanding as they interact with concepts in a variety of ways 2,Web-based applications. Web-based applications are available to teachers and students in classes with internet access. Web-based practice and assessments can produce practical and flexible approaches for teaching and learning mathematics. Web-based technologies offer radical improvements and innovative methods for assessment. This technology provides interactive applications or programs with immediate scoring and feedback, makes the assessments more authentic and engaging by incorporating audio, video, and animation into the assessment tasks, and allows for individualized assessments by engaging different students with different interactions simultaneously. For example, Mathquarium.
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websites like A+ Math and

3. CD-ROMs for mathematics A wide range of educational CD-ROMs ia available which publish by most of the book publisher in Malaysia. Ministry of Education also provides many variety of courseware for use in the classrooms. 4.Smartboards Smartboards are the bridge between the computer and the old-fashioned chalkboard or whiteboard. Teachers can use digital pens to write on the boards and then save the writing on their computers, so that no matter what lesson you teach, if you use the board, you have a record of it. The Smartboard is also connected to the classroom computer so that all programs on the computer are available on the board. This way you can teach students how to use software and websites easily, with all students being able to see the board. 5.Overhead Projectors For mathematics classrooms that don't have access to Smartboard technology, overhead projectors are very useful. Projectors are a basic way to introduce technology to students in the classroom. The projector is hooked up to the teacher's laptop and projects the screen from the laptop to the white board in the front of the room. This enables students to see a larger version of what is on the laptop screen. A teacher can project a word document and show students' notetaking strategies. The teacher can also show PowerPoint presentations to students using the projector. Students can follow the teacher as he or she goes onto educational websites as well. A projector in the classroom is a remarkable tool in engaging the student with technology 6.Televisions and DVD Players While passively watching DVDs isn't the best thing for kids to be doing at school, sometimes emergency lesson plans or behavior rewards allow for it. So even in
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the mathematics classroom, televisions and DVD players can be used to watch mathematically-based shows like Cyberchase. A CD or music player can be used for smaller children to help teach music or languages through song. 7.Calculator Calculators are one of the essential technologies in mathematics classrooms that enhance student understanding (NCTM, 2000). Using calculators increases students' higher-order thinking skills and motivation Specifically, graphing calculators provide students and teachers with comprehensive ways to investigate, explore, and discover concepts. Graphing calculators are more prevalent in high schools and their use promotes deeper conceptual understanding by exposing students to multiple representations of mathematical concepts. These cumulative effects have been interpreted as helping to create an enhanced understanding of mathematics.

Roles Of Technology In The Teaching And Learning Mathematics Technology as an aid in mathematical concept and skill development. Specifically in the realm of mathematical concept and skill development, technology (1) empowers students to deal with multiple representations, (2) enhances ability to visualize, (3) increases opportunity to construct mathematical knowledge, and (4) enhances opportunity for individualized and customized diagnosis, remediation and evaluation
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References :Integrating mathematics and the language arts www.highbeam.com/doc/1G1-138703680.html

Connections between arts and mathematics www.dartmouth.edu/~matc/math5.pattern/...M.connection.html

The Math-Science Connection www.education.com/reference/article/math-science-connection

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Connections www.wmich.edu/math/CONNECTIONS.pdf

Connections between topics both within and beyond mathematics and with the real world www.ncetm.org.uk/mathemapedia/Connections%20

Integrating Technology Into the Classroom http://712educators.about.com/cs/technology/a/integratetech.htm

Technology In the Classroom http://www.teach-nology.com/tutorials/techinclass/

Types of technology in the classroom www.ehow.com/facts_5369223_types-technology-classroom.html

Technology used in teaching Mathematics www.educationworld.com/a_tech/tech/tech176.shtml

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