**A quick review:**

Q: According to Richard Skemp, what is the difference between

**procedural**knowledge and

**conceptual**knowledge?

*Simply put...*

**Procedural**knowledge is knowing what to do.

**Conceptual**knowledge is understanding why you're doing it.

e.g. Dayna might know that in order to add fractions, she needs to find a common

denominator, even though she has no idea why it's important. That's procedural

knowledge.

But Marcel realizes that a common denominator gives each increment of the fraction equal weight, thus enabling him to add them. He has conceptual knowledge

It is

**important**for children to acquire procedural and conceptual knowledge hand-in-hand.

**Nuggets from Quiz 1**

*DO NOT*

**confuse**

**"enrichment"**with

**"acceleration".**

In

**enrichmen**t, we provide more challenge so that the child can be more fluent

e.g. move from concrete to pictorial (draw AB repeat patterns)

explore other possibilities (introducing a 3rd colour)

looking for AB repeating pattern in the environment

DO NOT introduce concept of a higher level (teaching tomorrow's lesson)...that'll be

**acceleration!**

**Problem 11: Share equally among 4 persons**

Q: Just how many ways can you divide a piece of chocolate equally among 4 persons?

A: Kim Yang and I folded our rectangular pieces of paper into 16 parts and found various

ways

Clare shared her idea with the class....it was a smart way of using 1/16 to create 4 different shapes yet the same value: 4/16 = 1/4

And now. to figure more ways to share that bar of chocolate equally among 4 persons...

**Dr Yeap's advice:**

better to use concrete and proportionate materials such as ten base blocks |

then

*which are*__abacus beads__**concrete**but**disproportionate***beginning to enjoy thinking like a mathematician ...*

****

## No comments:

## Post a Comment