on my mind: The Conceptual Chicken and the Procedural Egg

One lesson we learned early on in child psychology courses is that learning progresses from the concrete to the semiconcrete, or representational, and finally to the abstract or symbolic level. At first glance, this seems to be not only logical but also a given fact of life. This vision of learning...

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Published in:Mathematics teaching in the middle school 2010-11, Vol.16 (4), p.196-198
Main Author: Roberts, Sally K.
Format: Article
Language:English
Subjects:
Educational activities
Experiential learning
Learning experiences
Mathematical knowledge
Mathematics education
Mathematics materials
Middle schools
Professional development
Pythagorean theorem
Task knowledge
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description One lesson we learned early on in child psychology courses is that learning progresses from the concrete to the semiconcrete, or representational, and finally to the abstract or symbolic level. At first glance, this seems to be not only logical but also a given fact of life. This vision of learning is a linear progression. When applied to mathematics, this learning theory leads to the assumption that the use of manipulatives and hands-on learning experiences should precede procedural symbol manipulation. It also leads to the belief that using manipulatives can ensure understanding of more abstract representations.
doi_str_mv 10.5951/MTMS.16.4.0196
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source JSTOR Archival Journals and Primary Sources Collection
subjects Educational activities
Experiential learning
Learning experiences
Mathematical knowledge
Mathematics education
Mathematics materials
Middle schools
Professional development
Pythagorean theorem
Task knowledge
title on my mind: The Conceptual Chicken and the Procedural Egg
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