The understanding can come after fluency.

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You don't always need to understand a concept before becoming fluent in it, according to research. Multiple studies have shown that building fluency before conceptual understanding can lead to better outcomes. The iterative approach, combining both conceptual and procedural learning, seems to be the most effective. This data suggests that it is not necessary to prioritize conceptual learning over fluency.

In Episode 17, Anna Stokke sits down with Dr. Robin Codding to talk about timed tests and math anxiety. Robin is a psychology professor who researches math interventions, assessment tools and math anxiety. She is one of the founding members of the group The Science of Math.

In this episode, Anna asks Robin to shed some light on claims that timed tests cause math anxiety. They discuss the relationship between math achievement and math anxiety, whether it's important to include timed practice in math class, how much practice is needed to become fluent with math skills, at what stage students should be engaging in timed practice, causes of math anxiety, and best ways to mitigate it.

They talk about the relationship between conceptual and procedural understanding and whether productive struggle is a reasonable instructional technique. Robin also shares strategies for identifying instructional methods that are philosophy-based, rather than evidence-based. This episode is an essential resource for clearing up misconceptions about timed tests and math anxiety.

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-17-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-17-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Podington Bear - Kitten

Blue Dot Sessions – Ivory pillow, Delmendra, Ivory Pillow, Partly Sage, Coulis Coulis

Website: www.annastokke.com

Twitter: @rastokke

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