How Do You Develop Procedural Fluency From Conceptual Understanding?

What is conceptual understanding and procedural fluency?

conceptual understanding—comprehension of mathematical concepts, operations, and relations.

procedural fluency—skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.

strategic competence—ability to formulate, represent, and solve mathematical problems..

How do you develop conceptual understanding?

Developing Conceptual Understanding.Repeated Exposure for Long-Term Learning.Frequent Practice of Basic Computation Skills.Building Proficiency Through Multiple Methods.

What is the difference between procedural and conceptual understanding?

Procedural understanding is when students hoard steps and algorithms. … Conceptual understanding is knowing the procedural steps to solving a problem and understanding why those algorithms and approaches work, similar to a recognition that there is a man hiding behind the giant head in The Wizard of Oz.

How do you increase procedural fluency?

To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures.

What is conceptual knowledge example?

Declarative (Conceptual) Knowledge Examples of concepts: square, square root, function, area, division, linear equation, derivative, polyhedron. By definition, conceptual knowledge cannot be learned by rote. It must be learned by thoughtful, reflective mental activity.

What is a conceptual understanding?

Conceptual understanding is knowing more than isolated facts and methods. The successful student understands mathematical ideas, and has the ability to transfer their knowledge into new situations and apply it to new contexts.

Why is conceptual understanding important in math?

They understand why a mathematical idea is important and the kinds of contexts in which is it useful. … Conceptual understanding also supports retention. Because facts and methods learned with understanding are connected, they are easier to remember and use, and they can be reconstructed when forgotten. (pp.

What is a conceptual knowledge?

Conceptual Knowledge refers to the knowledge of, or understanding of concepts, principles, theories, models, classifications, etc. We learn conceptual knowledge through reading, viewing, listening, experiencing, or thoughtful, reflective mental activity.

What do you mean by conceptual?

Something is conceptual when it deals primarily with abstract or original thoughts. The concept, or idea, behind it is that everyday objects become art when looked at outside of their uses. … In general, when something is conceptual it takes a bit of thought to figure it out.

Why is conceptual learning important?

Conceptual learning enables students to make progress in the homeroom by: Encouraging understanding, not recall. Encouraging dynamic learning systems. Focusing on the result of the learning procedure.

How can I improve my maths fluency?

How to build fluency in your classroomUse regular sessions to build fluency. Give learners a chance to practice their skills with separate fluency sessions that happen at a different time to the daily maths lesson. … Make every session count. Time with our learners is precious. … Try games and quizzes.

What is procedural information?

Procedural information consists of actions, conditions for actions, and results from actions.

What is computation fluency?

Computational fluency is described as the ability to compute with accuracy, flexibility, and efficiency (Adding It Up, 2001). Computational fluency for every individual is developed over time. Fluency is not a fixed ability. Rather, it grows and develops through ample opportunities to practice and discuss strategies.

How do you teach concepts?

Concept FormationSelect a concept. Choose one that is at the core of your curriculum. … List the critical characteristics of the concept. Check several sources to find the clearest set of characteristics. … Assemble a good set of examples. … Make a data-organization chart. … Assemble a good set of non-examples.