The term “connections” has two common meanings in mathematics education. One meaning is “real-world connections”—connecting mathematics to the real world. Another meaning is “mathematical connections,” that is, those among different mathematical ideas. Both have been used to indicate connections made by an individual or in a lesson. The use of the term by the National Council of Teachers of Mathematics Principles and Standards of School Mathematics includes both meanings (see pp. 64–66).
In the TIMSS Video Study, “making connections” means making connections among mathematical ideas. This phrase was one of three classifications the study applied to problem statements, defined as:
problem statements that implied the problem would focus on constructing relationships among mathematical ideas, facts, or procedures. Often, the problem statement suggested that students would engage in special forms of mathematical reasoning such as conjecturing, generalizing and verifying. Problem statements such as “Graph the equations y = 2x + 3, 2y = x – 2, and y = –4x, and examine the role played by the numbers in determining the position and slope of the associated lines” were classified as making connections. (U.S. Dept. of Ed., 2003, p. 98)
“Making connections” was also one of four classifications the study applied to problem implementations in public class work, defined as those in which “explicit references were made to the mathematical relationships and/or mathematical reasoning involved while solving the problem” (U.S. Dept. of Ed., 2003, pp. 99–100).
For a list of public release lessons coded as “making connections” see the Lessons by Topic section. See for example C2 (04:37–26:44), HK4 (2:50–17:40), and N1 (6:11–11:50).
For further discussion and examples of these categories, see the summary of James Hiebert’s presentation at the 2003 TIMSS Video Study conference, Hiebert’s response to “What does making connections mean?”, and Teaching Mathematics in Seven Countries (U.S. Dept. of Ed., 2003, pp. 97–104).
National Council of Teachers of Mathematics. (2000). Principles and standards of school mathematics. Reston, VA: Author.
U.S. Department of Education, National Center for Education Statistics. (March 2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study, NCES (2003-013), by A. M.-Y. Chiu, W. Etterbeek, R. Gallimore, H. Garnier, K. Bogard Givvin, P. Gonzales, J. Hiebert, H. Hollingsworth, J. Jacobs, N. Kersting, A. Manaster, C. Manaster, M. Smith, J. Stigler, E. Tseng, and D. Wearne. Washington, DC: Author.
| School Improvement |
Research and Evaluation |
International Studies |
RBS Publications |
Education Resources |
About RBS |
| Contact Us | Home |
