In the era of an increasing demand for mathematics to be made relevant to the other subject areas, and to events that directly affect the lives of the learner; there is much difficulty to find curriculum materials, text books and other teaching aids that will enable the classroom teacher to effectively bridge this gap.
This unit will attempt to provide a linkage between the subject of ecology and the mathematics in the classroom.
This unit will also try to incorporate the new direction for teaching mathematics. These ideas as set out in the Professional Standards for teaching mathematics and include the following responsibilities for teachers.
1. The creation of an environment that fosters learning.
2. To create worthwhile mathematical tasks.
3. To provide the tools for enhancing discourses.
These responsibilities for mathematics teachers require that the teacher provide an atmosphere in which the student can develop mathematical proficiency, and in which the student is constantly encouraged and to work both independently or collaboratively as members of a learning team.
If the gap is bridged between ideas from ecology and mathematics, then teachers can pose tasks that will engage the students’ intellect and thus foster a better understanding for the concepts and procedures, and will therefore stimulate the students and to make the necessary connections between mathematics and science.
Since it is the teacher’s responsibility to enhance discourse, if the teacher cannot find all the materials to encourage this discourse; then these materials will have to be developed by the teacher.