Chapter 4: Mathematics: Basics Versus an Activity Centered Curriculum

A major issue in the teaching of mathematics pertains to the necessity for a rather highly structured curriculum as compared to a more open-ended procedure in teaching and learning. Those educators emphasizing considerable structure, no doubt, believe that essentials exist which all pupils need to acquire. Thus, common learnings in the mathematics curriculum need emphasizing in order that future success in society as individuals is possible. These facts, concepts, generalizations, and skills then are basic for all to achieve. Otherwise, the successful use of mathematics may be curtailed, presently as well as later, in the adult world.

Those educators advocating an activity-centered curriculum believe that what is relevant for pupils to learn in mathematics depends upon the specific situation. Thus, whatever content is needed to solve problems in mathematics is vital at a particular time. It may well be that essential learnings exist which all pupils need to acquire. However, which understandings, skills and attitudinal ends are achieved is determined by need within sequential problem solving situations.