**Anonymous wrote:**
Identify one important mathematics topic that you teach. Think about your goals for this topic in terms of the SOLO model discussed in this chapter.

1. Do your learning intentions and success criteria lean more toward surface (uni and multi-structural) or deep (relational and extended abstract)?

2. Are they balanced across the two?

3. What can you do to create a balance within this topic? Or do you think a balance isn't necessary?

I feel that in my current work as a 6th grade teacher, our learning targets and success criteria lean more towards surface learning initially, and then delve deeper as we progress further in the topic. Right now they are dictated by the Learning targets connected with the math program that we use, but I do see the potential to "dig deeper" in development of more powerful success criteria. Initially we start with the basics and build from there ... and the "digging deeper" comes when we focus on the word problems/real world application and relavence, and explaining our answers, which many students struggle with if they have not used the reasoning strategies all along.

There definitely should be a balance between the two, as the surface learning, I feel, provides the foundations for the abstract learning. Without the concrete skills, the students are not able to support their reasoning. The "surface" learning places the building blocks so that students can provide evidence of their reasoning. Therefore, creating a balance means that educators could spend the time on learning targets and success criteria that build the foundation, and then take the time to really apply the skills using real-world problems to solve, so that students are able to make the connection that what they do matters and they can apply it outside the classroom.