Connectedness is the first of the four key aspects that Ma (2010) describes to be linked to having a profound understanding of mathematics. In this blog I will describe how I have developed to understand and interpret the meaning of connectedness.

Mathematics when taught at schools is not taught as an integrated subject but as a subject in isolation. When mathematics is not connected to real life children will find it difficult to link what they have learned to real life situations.

Children need taught mathematics through cross-curricular activities so they can experience mathematics as a whole. For example, STEM subjects (Science, Technologies, Economics and Mathematics) are so closely linked together therefore it should be obvious that these subjects are easily taught together with the natural link. These links should be highlighted to the children and used to their full potential.

MA (2010) describes connectedness to be having the ability to relate topics to one another. Having these connections allow you to use prior learning and knowledge and to apply these to new situations and contexts. Having the basic knowledge and understanding will allow you to work through new ideas and processes.

Harper (2015) described connectedness to be taking individual pieces of knowledge to make these into a unified body of knowledge. Tara was referring to having the basic understanding of the possible connections to link together with different situations.