Maths: Conceptual understanding first, or procedural fluency?

From Kris Boulton, the best thing I’ve read on maths teaching in a long time

...to the real.

Should you teach conceptual understanding first, or focus on raw procedural fluency?

This question drives endless debate in maths education, but its answer is very straightforward: it depends.

I can demonstrate this quickly and easily with a single example, by teaching you how to multiply logadeons (e.g. 5-:-9,) something you’re probably not familiar with already.

Observe the following examples:

8-:-20     *   2-:-5       = 10-:-25

9-:-20     *   2-:-5       = 11-:-25

100-:-50 *   30-:-7     = 130-:-57

19-:-20    *   5-:-5      = 24-:-25

By this point, you can probably multiply logadeons together quite comfortably.  If you’d like to give it a go, try these two (answers at the end.)

30-:-17  * 4-:-3

17-:-0.5 * 9-:-2

But even if you can evaluate those correctly, you’re probably still not comfortable about all this; you probably don’t…

View original post 765 more words

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