#031 Kris Boulton – Part 2: Minimal guided instruction, Understanding, How before Why
Mr Barton Maths Podcast
Exploring the Concept of Understanding in Mathematics Education
This chapter delves into the cognitiveist and behaviorist perspectives on understanding in mathematics education, critiquing the distinctions made by Richard Skemp. It emphasizes the continuum approach to knowledge acquisition and the importance of building schemas for deeper comprehension. The discussion highlights the significance of formulating specific questions to assess understanding and moves towards a more nuanced perspective.
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