Therefore, under a more practical perspective, pedagogical theories are very much related to pedagogic strategy
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When reading about a well-designed, complex experience such as the inquiry on area described in our vignette, teachers might feel daunted by the prospect of creating similar lessons on their own. Fortunately, today’s mathematics teachers are not expected to always create innovative units on their own as they may take advantage of the many exemplary instructional materials informed by the NCTM Standards that have been produced in recent years. As argued by Russell, this by no means demeans the professionalism of teachers:
Curriculum materials, when developed through careful, extended work with diverse students and teachers, when based on sound mathematics and on what we know about how people learn mathematics, are a tool that allows the teacher to do her best work with students. . It is not possible for most teachers to write a complete, coherent, mathematically sound curriculum. It is not insulting to teachers as professionals to admit this. (Russell, 1997, p. 248)