Mathematical sense-making through learner choice

Abstract

Learners often view learning mathematics as non-sense-making (Dienes, 1971; Schoenfeld, 1991). Non-sense-making is distinct from nonsense (no meaning is possible) and is closer to the term senseless (having no meaning). Schoenfeld (1991, p. 316, 320) coined the phrase ‘suspension of sensemaking’ or ‘significant nonreason in students’ school mathematics’ to describe learners’ disengagement with mathematics. The senselessness experienced by learners when trying to engage with mathematics may stem from a disconnection between the learners’ procedural and conceptual understanding. Teachers also mistake procedural competency for conceptual understanding where they see the latter as a natural consequence of the former. Often the senselessness of mathematics comes from this assumption, especially when the problem changes from ‘basics’ (manipulation) to ‘application’ (word problems). Curricula are also often set up to mask procedural ability for conceptual understanding.