Maths: Conceptual understanding first, or procedural fluency?

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