Teaching concepts and procedures together leads to deeper understanding and fluency in math.
Finding appropriate levels of challenge and using explicit instruction with modeling and timely feedback is crucial in math education.
Deep dives
Conceptual understanding should not necessarily precede procedural knowledge
The myth that conceptual understanding must come before procedural knowledge is debunked. Research shows that teaching concepts and procedures together, in tandem, is more effective. For example, when teaching addition with regrouping, teachers can introduce the standard algorithm while also explaining the underlying concept of regrouping. By blending conceptual and procedural learning, students gain a deeper understanding and fluency in math.
Inquiry-based learning and productive struggle are not always the best approaches
The notion that inquiry-based learning is always superior and that productive struggle is essential in math education is a myth. While inquiry-based learning has its place, it may not be suitable for all students. The key is to find an appropriate level of challenge that meets each student's needs. Furthermore, explicit instruction, involving modeling, guided practice, and timely feedback, has a substantial evidence base supporting its effectiveness in math learning.
Executive function training does not necessarily improve math skills
The belief that executive function training, particularly working memory training, leads to improved math skills is a myth. Research does not demonstrate a causal relationship between executive function training and math outcomes. While developing executive functioning skills is beneficial, it is essential to focus on evidence-based math instruction, including explicit instruction and scaffolding, rather than relying solely on executive function training programs.
Timed assessments do not cause mathematics anxiety
The myth that timed assessments cause mathematics anxiety is debunked. There is no research supporting a causal link between timed assessments and math anxiety. Timed assessments, when used appropriately in low-stakes environments, can help foster fluency and efficiency in math. It is important to provide alternate opportunities for untimed assessments to assess accuracy as well. Avoiding high-pressure situations and incorporating goal-setting can contribute to a positive assessment experience.
In this episode, I had the pleasure of interviewing Dr. Sarah Powell. Sarah is Associate Professor in the Department of Special Education at the University of Texas at Austin. She has become a go-to expert for research into interventions for students with mathematics difficulties, and she has co-authored an important paper with Elizabeth Hughes and … Continue reading S2E4: Sarah Powell on Myths that Undermine Math Teaching
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