Two features of instruction are especially likely to help students develop conceptual understanding of the mathematics topic they are studying:
In essence, if instruction aims to help students develop conceptual understanding, then it must make explicit the crucial relationships that lie at the heart of such understanding.
Research findings suggest the following: mathematics teaching that facilitates skill efficiency
The teacher plays a central role in organizing, pacing, and presenting information to meet well-defined learning goals.
Many of the studies that focused on conceptual development also reported that students' skills increased at a level equal to or greater than those of students in the control groups. Students who mastered skills under conceptually supportive conditions acquired different competencies than those who were trained with a strict focus on developing skill-they were better able to adapt their skills to solve new kinds of tasks.
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