## Velocity, Acceleration, Speeding Up and Slowing Down

**Tagged**acceleration, car, concept, concepts, conceptual understanding, prior knowledge, slowing down, speeding up, stop, stop sign, velocity

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In general math is taught by focusing on the steps. Conduct a Google search for solving equations and you will see the steps presented (below). You need a video to help your student understand solving and you typically get a presenter standing at the board talking through the examples. (I’ve posted on my approach to solving equations.)

When the math is taught through the skill approach the student may be able to follow the steps but often does not understand why the steps work (below). The brain wants information to be meaningful in order to process and store it effectively.

To help flesh this situation out consider the definitions of concept and skills (below). Concept: **An ****idea**** of ****what**** something is or ****how**** it works – WHY. **Skill: **“****Ability****” to execute or perform “****tasks****” – ****DOING.**

Here is how the concept first approach can play out. One consultation I provided involved an intelligent 10th grader who was perpetually stuck in the basic skills cycle of math (the notion that a student can’t move on without a foundation of basic skills). He was working on worksheet after worksheet on order of operations. I explained down and monthly payments then posed a situation shown at the top of the photo below. I prompted him to figure out the answer on his own. He originally forgot to pay the down-payment but then self-corrected. Then I showed him the “mathy” way of doing the problem. This allowed him to connect the steps in solving with the steps he understood intuitively, e.g. pay the $1,000 down payment first which is why the 1000 is subtracted first. Based on my evaluation the team immediately changed the focus of this math services to support algebra as they realized he was indeed capable of doing higher level math.

Owls are symbols of intelligence but the purported reasons are based on the appearance of awareness and the deft hunting skills. It is claimed that the appearance and skill sets are confused with actual wisdom.

I find a parallel between the perceived wisdom of the owls and the perceived learning of students. Through my years in education I have seen teachers praised for their student centered activities. The students may be energetic and on task by an activity which is often considered a touchstone for learning. What is often missing is independent assessment to determine actual learning.

Once I was covering a class for a teacher widely praised for his activities and multimedia activities. In the class I covered the students were taking a test. It was clear that the majority of the students were hesitant about their performance. Several were looking around, one pulled out a phone and a couple looked at other people’s paper. Very few were locked in on completing their test.

I am not suggesting that multimedia or student centered activities are ineffective. My point is that there is a perception that such activities are inherently effective and reflective of actual learning. There is a difference between being intellectually engaged and being busy. The owl deftly executes action and skill but that does not indicate higher level functioning. Conceptual understanding requires more than simply being engaged by activity. Hopefully this is food for thought.

In a previous post I presented an approach to teach and assess the concept of addition. This document shows all the steps I use including the one shown in the photo above.

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