Nickolas Harrian's Mini-Course on Conceptual Knowledge vs. Procedural Knowledge in a Math Classroom
Conceptual Knowledge vs. Procedural Knowledge in a Math Classroom
- Do your mathematics lessons get a little too procedural?
- Do you find yourself teaching students how to memorize steps?
If so, then you need to find a better balance of conceptual knowledge based questions and procedural knowledge based questions. This mini-course will give you a better idea of what balance is right for you!
Who is this for?
This course is intended for educators in the mathematics domain. However, all teachers in grades 7-12 could benefit from having some background in the difference between conceptual and procedural knowledge.
Others that could benefit from this course:
- School Administrators
- Professors of Education
- Instructional Designers
- Student Teachers
- Board of Education Members
- Paraprofessionals
What will you get out of this course?
Upon completion of this course, learners will be able to:
- Describe the need for both conceptual knowledge and procedural knowledge.
- Identify the appropriate balance of conceptual and procedural knowledge implementation.
What will the learner do?
The learner will:
- Identify their current knowledge of procedural vs. conceptual knowledge.
- Become educated on procedural and conceptual knowledge.
- Apply their newfound knowledge to identify a good balance of conceptual knowledge and procedural knowledge.
Outline for the course:
Module 1: Introduction: What is Conceptual and Procedural Knowledge?
Module 2: Procedural Knowledge
Module 3: Conceptual Knowledge
Module 4: Balancing our use of Conceptual and Procedural Knowledge
Module 5: Exploration of Project-Based Learning with Conceptual Knowledge
