Conceptual Knowledge Of Fraction Arithmetic
April 3, 2015The education culture wars often direct us toward one philosophical camp or another for solutions to the problems we encounter educating children. One such instance is the topic of how to best teach children mathematics. One camp calls for students to explore and discover mathematic principles for themselves. Another emphasizes the importance on teaching basic mathematics computational skills and leaving the conceptual understanding of mathematics to follow naturally. A recent study out of Carnigie Mellon University delivers a more nuanced message on how we might need to look at the issue more carefully.
A recent study titled, Conceptual knowledge of fraction arithmetic, suggests neither position is correct (Siegler and Lortie-Forgues, 2015). It finds that one can be proficient in mathematics calculation, but still be deficient in key mathematical concepts necessary for success later in life. The study suggests that educators must explicitly teach both the conceptual and computational facets of mathematics for students to be proficient in this essential life skill.
http://psycnet.apa.org/psycinfo/2015-01778-001/
News Item Study
Siegler, R. S., & Lortie-Forgues, H. (2015). Conceptual Knowledge of Fraction Arithmetic. Journal of Educational Psychology.
Additional Studies Cited in the Study
Murnane, R. J., Willett, J. B., & Levy, F. (1995). The growing importance of cognitive skills in wage determination (No. w5076). National Bureau of Economic Research.
Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 0956797612466268.