“In a multidimensional math class, teachers think of all the ways to be mathematical.
Mathematicians…perform calculations at some times, but they also have to ask good questions,
propose ideas, connect different methods, use many different representations, reason through
different pathways, and many other mathematical acts” (page 121).

What is the value of multi-dimensionality in an adult education setting?

How can your students benefit from multi-dimensionality?

Comments (1)

Duane Dorion's picture

I think that the really good teachers have multiple ways of showing the process and not only with procedural consideration.  I think that teachers need to teach students in a lot different ways then they were taught.  The reason being is a lot of our teachers were only shown the procedural application of  teaching math.  Students can memorize these processes and be successful.  This doesn't include all students though.  Quite  a few students need other ways to remember the process or a different way of doing things.  This is where teachers need to change and learn other ways of teaching mathematics.  We give students in our orientation multi intelligence and learning styles tests.  These tests are then evaluated by the teachers to see how the students learns the best.  We spend time learning the best way of teaching our students and change our practice to suit their needs.  This has worked wonders for our students.  Depending on the students way of learning we change our practices for their success.  It creates a lot more work for the teachers but in the end the students are more successful as a result.