Coxford (1995) notes that the importance of connections in mathematics is stressed in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989). At each grade level, Coxford writes, the standards emphasize the importance of having students experience the "connections and interplay of various mathematical topics" (p. 3) as well as interdisciplinary concepts. He adds that students who have experienced a variety of mathematical connections will be able to:
Coxford (1995) describes the concept of mathematical connections as having three related aspects: (1) unifying themes (e.g., change, data, and shape); (2) mathematical processes (e.g., representation, applications, problem solving, and reasoning); and (3) connectors (e.g., algorithms, graphs, variables, and ratios). These three aspects are used to organize practical examples, illustrations, suggestions, and discussions. Coxford encourages teachers and students to "think connections" in order that the connectedness of mathematics will "grow and become dominant" (p. 12).
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