EDEE 230 Chapter Notes - Chapter 7+10: Subitizing
18 Sep 2016
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10 from small and the kilpatrick et al. reading (p. 115-124), reflect on the following: Several distinctions were made regarding what it means to. Consider the following types of understanding that were described: conceptual understanding and procedural fluency (i. e. , procedural understanding). Conceptual understanding: comprehension of mathematical concepts, operations and relations. Students with conceptual understanding know more than isolated facts and methods. Facts and methods that are learned are easier to remember and use when understanding is connected to those facts and methods. Indicator: being able to represent mathematical situations in different ways and knowing different representations can be useful for different purposes. The degree of students" conceptual understanding is related to the richness and extent of the connections they have made. Refers to an integrated and functional grasp of mathematical ideas. Results in students having less to learn because they can see the deeper similarities between superficially unrelated situations.
