Scientific Blogging
New research from Vanderbilt University has found students benefit more from being taught the concepts behind math problems rather than the exact procedures to solve the problems. The findings offer teachers new insights on how best to shape math instruction to have the greatest impact on
The research by Bethany Rittle-Johnson, assistant professor of psychology and human development at Vanderbilt University's Peabody College and Percival Mathews, a Peabody doctoral candidate, is in press at the Journal of Experimental Child Psychology.
Read more...
If you want to receive my future posts regularly for FREE, please subscribe in a reader or by e-mail. If you have concerns, Contact Me at anytime.
- Home-icon
- Features
- _EdTech Topics
- __Education
- __Technology
- __Schools
- __Learning
- __Research
- __U.S.
- __Teaching
- __Edublogs
- __College
- __Pedagogy
- _Captivating Stories
- __Social Media Education
- __Translation Markets
- __Teaching with Tech
- __Students and Uniforms
- __Successful Students Habits
- Tips & Tactics
- _EdTech 101
- _How To
- _Tips
- _Hacks
- Ed Excellence
- _Our Sources
- _Speed Linking
- Media
- _Streaming
- _Video
- Ref. 64
- Ed Books
- Write for Us
- TonNet
- More
3 Comments
Glad to hear it. I would have thought this was obvious. Teaching a method may enable students to pass a test, but it doesn't teach understanding.
ReplyDeleteAgreed. If you are a math teacher it is obvious. Successful Teachers know that this is the best way to approach teaching math if you really are into learning stuff. Thanks for dropping by Paul.
ReplyDeleteHi Milton, thanks for recently becoming a FoLMeG!! That's a Friend of Learn Me Good! :)
ReplyDeleteI am a math teacher, and I completely agree that if kids understand the CONCEPT, they can probably solve more types of problems that fall under that concept. However, if they only know how to solve one TYPE of problem, they are unlikely to be able to figure out other types of problems under the same concept.