The converse was also true. Many students who were taught the paper-and-pencil skills
learned them but did not know why they worked. Thus one could only conclude that these two aspects of mathematics, skill and properties, are relatively indqaendent, and that students learned the aspects that they were taught. If this was the case,then neither was more difficult than the other to learn, and in some sense neither aspect was at a higher level of “understanding” than the other.
Richard Skemp, reasoning in this way, concluded that there are two types of
understanding: procedural and conceptual. His proeedural understanding is akin to what we
term the understanding of skill. Skemp's two-dimensional approach to understanding is quite
common today.
In contrast, in UCSMP, we came to view understanding as having 4 or 5 dimensions.
The first of those dimensions is the skill-algorithm dimension.
Skill-Algorithm Understanding
Consider one of the simplest skills in all of arithmetic, the multiplication of fraetions.
How do we do this, or how are students taught to do this? Consider the following 7 problems:
The converse was also true. Many students who were taught the paper-and-pencil skills learned them but did not know why they worked. Thus one could only conclude that these two aspects of mathematics, skill and properties, are relatively indqaendent, and that students learned the aspects that they were taught. If this was the case,then neither was more difficult than the other to learn, and in some sense neither aspect was at a higher level of “understanding” than the other.Richard Skemp, reasoning in this way, concluded that there are two types ofunderstanding: procedural and conceptual. His proeedural understanding is akin to what weterm the understanding of skill. Skemp's two-dimensional approach to understanding is quitecommon today.In contrast, in UCSMP, we came to view understanding as having 4 or 5 dimensions. The first of those dimensions is the skill-algorithm dimension. Skill-Algorithm UnderstandingConsider one of the simplest skills in all of arithmetic, the multiplication of fraetions.How do we do this, or how are students taught to do this? Consider the following 7 problems:
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