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What research and/or practices have other sites found effective in balancing the need for procedural proficiency, the skills focus usually tested in state accountability, and teaching for understanding? What kind of solid data is there to affirm or refute those who claim that a skills/procedural approach will eventually result in conceptual understanding, which I gather is the argument from Mathematically Correct, Saxon, other critics? I've seen some data from high school & elementary showing that a conceptual approach need not sacrifice procedural proficiency, tho it may take longer to develop. How are other sites trying to implement a conceptual or reform basis to teaching mathematics dealing with the issue of when and how to require kids to demonstrate procedural proficiency/skills, whether in basic algorithms or algebra?
Susan N Friel,
1/23/2000
Student Outcomes
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