Optimizing Math Learning

Jack Clines / cclines@bellarmine.edu / Faculty Advisor: Anna Raymond

It has been said that mathematics is a language, but it is clear that not every student today is fluent. This project sought to answer the question, how do we construct and decode mathematical knowledge, in order to examine why some students can “speak” math while students cannot. Specifically, aspects of the Common Core math curriculum were studied to assess its validity and to discern whether the curriculum’s structure could be hindering student learning or is actually structured well and follows relevant theory proven to be affective in practice. Aspects of learning theory, psychology, and pedagogical theory were used to form an understanding of mathematical learning. The main theory used as a contrast to the Common Core standards is constructivism. Relevant teaching strategies were discussed in relation to specific math concepts covered by the standards in order to identify whether appropriate theory could be put into practice effectively in this set of standards.