EDU431 METHODS OF TEACHING MATHEMATICS

AND SCIENCE IN THE PRIMARY/JUNIOR

GRADES

Required reading D: Analysis and Reflection.

Title: A Distinction Between Conceptual knowledge and Procedural Knowledge
CITATION: Schwartz, J.E. A Distinction Between Conceptual knowledge and
Procedural Knowledge. (July 20, 2010).
ABSTRACT:

It is important to understand the

distinction between conceptual
knowledge and procedural
knowledge. J.E. Schwartz looks at
mathematical conceptions and
procedures, and how they have
changed over the years. Dealing with
both a conceptual understanding in
mathematics as well as a procedural
skill, the outcome is more effective
as oppose to using only one form of
knowledge. J.E Schwartz emphasizes
the importance of having teachers
understand the significance of
conceptual & procedural knowledge.

ANALYSIS/REFLECTION:

In a procedurally positioned
mathematics class, most of the
student's time is spent practicing
procedures so that they may carry
out the procedures correctly.
In a conceptually positioned
mathematics class, most of time is
spent assisting the students
develop an understanding.
I have learned that activities as
well as tasks are offered to
provide students with experiences
that provide opportunities for new
understandings. From experience,
I have noticed that when students
can connect what they are
learning to an experience they
have gone through, then they gain
an understanding and obtain
knowledge.
Once students gain
understanding, there is a need for
time to be spent on practicing
what they have learned. This
allows them to apply their
knowledge.
In my last placement, I noticed
that when my host teacher
introduced a new math unit, she
did not give the students time to
practice what they had just
learned.
In regards to mathematics,
according to J.E. Schwartz, a true
mathematician understands that
an operation can be performed by
using multiple procedures.

Students are less likely to forget

concepts than procedures which is
why teachers focus more on
teaching through conceptual
knowledge.
I believe that as long as teachers
understand the purpose of what
they are teaching and can
effectively deliver it, then using
either conceptual or procedural
knowledge can work.