S4E3: Christian Bokhove on domain knowledge, generic skills and the maths wars
Oct 20, 2023
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Christian Bokhove, Professor in Mathematics Education, discusses domain knowledge, generic skills, the Maths wars, and the transformative power of teaching spoken language. They also explore the dangers of extreme views on social media and the importance of diverse perspectives in decision-making.
Balancing knowledge and creativity is crucial, as solely focusing on knowledge can hinder creativity and lead to tunnel vision.
Both domain-specific knowledge and generic skills, such as metacognition and self-regulation, contribute to effective learning and should be balanced in education.
Biologically primary and secondary knowledge are both important and can enhance learning outcomes, debunking the argument against teaching generic skills.
To improve education, debates should focus on finding common ground and recognizing the potential overlap and coherence between different knowledge domains.
In mathematics education, a balanced approach that values and integrates both procedural and conceptual knowledge is key to successful learning and teaching.
Deep dives
The Importance of Knowledge for Creativity
Knowledge is both beneficial and limiting when it comes to creativity. While a vast knowledge base allows for the synthesis of ideas from different disciplines to create novel and original outcomes, an overemphasis on existing knowledge can lead to tunnel vision and hinder creativity. Understanding the balance between knowledge and creativity is crucial, as solely focusing on knowledge as a guaranteed route to creativity is not justified by cognitive science.
The Debate on Generic Skills in Education
There has been an ongoing debate surrounding the emphasis on generic skills versus domain-specific knowledge in education. The argument against teaching generic skills is based on the idea that domain-specific knowledge is essential for the development of intellectual skills. However, there is a consensus that both domain-general and domain-specific knowledge contribute to effective learning. It is important to strike a balance between the two and recognize the value of skills like metacognition, self-regulation, and oral communication, which can be applied across various subjects.
The Role of Biologically Primary and Secondary Knowledge
The distinction between biologically primary and secondary knowledge is often used to argue against teaching generic skills. Biologically primary knowledge refers to innate abilities like speaking and listening, while biologically secondary knowledge includes learned skills like reading and writing. The argument suggests that because biologically secondary knowledge is not innate, it cannot be effectively taught. However, the consensus recognizes that both types of knowledge are important for schooling, and there are instances where biologically primary knowledge, like metacognition and oracy, can enhance learning outcomes.
The Need for Finding Common Ground
The debates surrounding generic skills and domain-specific knowledge should focus on finding common ground rather than dismissing one aspect over the other. While acknowledging the importance of domain-specific knowledge, it is essential to recognize the potential overlap and coherence between different knowledge domains. Research highlights instances where the transfer of skills is possible and where generic skills can contribute to learning across various subjects. By exploring these areas of agreement, a more comprehensive understanding of effective education can be achieved.
Finding Balance in Mathematics Education
One significant learning moment for me was realizing the importance of balance in mathematics education. The so-called math wars, which are currently resurfacing on social media, have shaped my thinking in this area. I strongly believe that both procedural and conceptual knowledge are crucial, and it varies depending on the context and topic. However, it saddens me that conflicts and polarization persist around this issue, as I believe that both sides have valid points. It is essential to recognize the value of both approaches and understand that they can complement each other in teaching and learning mathematics.
The Need for Diverse Interests
Another significant learning moment for me was recognizing the importance of pursuing diverse interests. From my early years, I realized that I thrive when I have multiple passions and commitments. Whether it is combining teaching mathematics with projects and research, or having music as a side passion, I have always felt the need to engage in different activities to infuse my life with enjoyment and broaden my horizons. I have come to accept that focusing solely on one thing is not in my nature, and having diverse interests outside of my core job contributes to my overall wellbeing and mental health.
Challenges of the 'Math Wars'
The ongoing 'math wars' around the importance of procedures and conceptual knowledge in mathematics education have greatly influenced my thinking. Although this topic continues to resurface with passionate debates, I firmly believe that both aspects are crucial for effective learning. It is disheartening to witness the conflicts surrounding this issue because I believe that a balanced approach, one that values and integrates both procedures and conceptual understanding, is the key to successful mathematics education. I hope for more open discussions and a recognition that unity, rather than polarization, will lead to improved teaching and learning experiences for students.
Seeking Balance in Education Debates
As I reflect on my journey through education and career, I have learned the importance of seeking balance in educational debates. Whether it is the clash between procedural and conceptual knowledge in mathematics education or broader debates about teaching and learning, finding a middle ground and recognizing the value of diverse perspectives is essential. The real learning comes from engaging in constructive dialogues and exploring different viewpoints. By embracing a balanced approach and fostering meaningful conversations, we can move past conflicts and work towards productive and inclusive educational practices.
Engaging with Research
One positive aspect highlighted in the podcast is the increasing engagement of teachers with research in the past decade. This is seen as a positive shift, with more teachers seeking to incorporate research findings into their practice. The availability of online platforms and social media have facilitated the exchange of ideas and best practices among educators. However, there is a need for a constructive and well-rounded discussion that takes into account diverse perspectives and avoids binary debates.
Challenges in Teacher Education
A major challenge discussed in the podcast is the problematic landscape of initial teacher education in recent years. Changes in policy and the influence of universities have negatively impacted the recruitment and retention of teachers. The current system of teacher education in the UK is perceived as lacking in balance and recognition of teacher educators. There is a need for meaningful dialogue that involves a wider representation of voices and appropriately addresses concerns within the field.
Christian Bokhove is a Professor in Mathematics Education, University of Southampton. He is a specialist on international comparisons in mathematics education, the use of technology, and innovative methodologies.
In this episode we discuss domain knowledge, generic skills, a famous paper by Tricot and Sweller, the Maths wars - and much more besides…
LINKS
The EEF evidence review on metacognition and self-regulation by Bokhove & Muijs -
https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/metacognition-and-self-regulation
Christian’s blog / website: https://bokhove.net/
The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at www.rethinking-ed.org/contact, or via a social platform of your choosing:
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