• Login
    View Item 
    •   Home
    • University Colleges
    • SUNY Oneonta
    • SUNY Oneonta Events
    • Life of the Mind
    • 2021 Life of the Mind
    • View Item
    •   Home
    • University Colleges
    • SUNY Oneonta
    • SUNY Oneonta Events
    • Life of the Mind
    • 2021 Life of the Mind
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of SUNY Open Access RepositoryCommunitiesPublication DateAuthorsTitlesSubjectsDepartmentThis CollectionPublication DateAuthorsTitlesSubjectsDepartmentAuthor ProfilesView

    My Account

    LoginRegister

    Campus Communities in SOAR

    Alfred State CollegeBrockportBroomeCantonDownstateEmpireFashion Institute of TechnologyFredoniaMaritimeNew PaltzOneontaOptometryOswegoPlattsburghSUNY Polytechnic InstituteSUNY PressUpstate Medical

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Non-Cognitive Skills in US and Kenyan Mathematics Curriculum

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    Kamina_Non-Cognitive Skills.pdf
    Size:
    480.1Kb
    Format:
    PDF
    Description:
    Presentation slides
    Download
    Average rating
     
       votes
    Cast your vote
    You can rate an item by clicking the amount of stars they wish to award to this item. When enough users have cast their vote on this item, the average rating will also be shown.
    Star rating
     
    Your vote was cast
    Thank you for your feedback
    Author
    Kamina, Penina
    Date Published
    2021
    
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/20.500.12648/7118
    Abstract
    Is mathematics taught in one country different from another one? How do concepts such as division, multiplication or facts like pi or mathematical conventions such PEMDAS/BODMAS compare from one country to another? True that mathematical content is the same regardless of the global location. The context and method used to present the concepts may vary from one place to another but the idea and notion stays the same. Aside from content, there are other learning found in mathematics classrooms that are not cognitive-oriented but very crucial and fundamental in preparing students to thrive as citizens of their nation and beyond. This presentation highlights the non-cognitive skill sets or soft skills, found in the US and in Kenyan math curricula—talk describes the attributes of the soft skills found in both countries as well as compares and contrasts these curricula. Presently, Kenya is on its fifth year of implementing competency-based curriculum where one of its main foci is on building capacity in communication and collaboration, self-efficacy, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, and learning to learn. The discussion explores how these seven non-content based core competencies look like in mathematics classrooms plus their implications in education. On the other hand, currently several US States have adapted the Common Core mathematics, which has two types of standards; that is, the mathematical content standards and standards for mathematical practice (SMP). The SMP are soft skills and core practices that Pre-K up to grade 12 students must be well versed in by the time they move to tertiary education. There are eight SMPs, which the presentation will focus on. The SMPs include: make sense of problems and persevere in solving them; reason abstractly and quantitatively; construct viable arguments and critique the reasoning of others; model with mathematics; use appropriate tools strategically; attend to precision; look for and make use of structure and look for and express regularity in repeated reasoning. The presentation shades light on these important soft skills, by making them more explicit. Note that the non-cognitive skillsets embedded in math classrooms carries more significant weight of learning; way much more than mere memorizing of procedural routine of finding an answer to a math problem. For instance, the aftermath of solving a math problem to its end to a solution set, is crucial since the ensuing attributes of endurance, determination and resiliency are examples of non-cognitive skill sets that will carry one outside the mathematics classroom, or in problem solving real life opportunities and challenges or in service to a country.
    Collections
    School of Education, Human Ecology & Sports Studies - Scholarly and Creative Works
    SUNY Oneonta Scholarly and Creative Works
    2021 Life of the Mind

    entitlement

     

    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.