In Math, Concepts Are King
New research out of Vanderbilt University claims teaching the basic concepts at work in a math problem is more useful than teaching the procedures for solving a math problem. The study complements a growing body of research that supports teaching math concepts along with problem solving.
The key phrase here is "more useful"—no one seems to argue teaching concepts along with problem-solving procedures. But will the "more useful" mean instruction could swing wildly toward concept teaching exclusively? Or is that just the paranoid rambling of someone far behind on her RSS reading? Speaking of, here's a solipsistic take on some hot math posts of yesterblog—with a nod to the importance of teaching concepts:
- Research showing gestures can play a major role in teaching math concepts.
- Oregon's Lebanon Community Schools District getting good results by teaching algebra concepts in the early grades.
- From the EL archives, "How Mathematics Counts" advocates for contextualizing math concepts and communicating their application across content areas.
- And a caveat that math concepts must be taught in relation to real-world applications.
