Instructing Sixth Grade Math for Relational Understanding

In this capstone project, the importance of what middle school mathematics students are expected to learn is examined through the lens of relational understanding. This type of understanding focuses on knowing what to do and why. Applying the rule of four and organizing classroom instruction for mathematical discourse can move surface-level instruction to teaching for rich understanding. The latter can have a positive impact on student achievement. The four non-sequential exemplar lessons demonstrate ways to focus on relational understanding. Content covered includes, but is not limited to, adding and subtracting fractions, statistics, area calculations, decimals, and percentages. The lessons are designed to fit as end-of-unit activities that allow students to apply what they have learned throughout each unit. The lessons are interactive and student-centered.

Grantor dc:publisher

SUNY Brockport Department of Education and Human Development

Year dc:date.issued

2025

Author dc:creator

• Longrod, James

Advisor dc:contributor.advisor

• Wade, Carol H.

• Relational Understanding
• Conceptual Understanding
• Mathematical Discourse
• Rule of Four

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/20.500.12648/83222

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/83222