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Skemp (1976) Relational Understanding and Instrumental Understanding -…
Skemp (1976) Relational Understanding and Instrumental Understanding
Faux aims
Ord som er like i to språk, men som ikke betyr det samme
2 Effectively different subjects being taught under the same name, "Mathematics"
Two mathematical mis - matches, which can occur
1.
Pupils whose goal is to understand instrumentally, thaught by a teacher who wants them to understand relationally
2.
The other way around
3 Advantages for teaching instrumental mathematics
Easier to understand "minus times minus = plus"
rewards are more immediate, and more appreant
get the answer more quickly even with less knowledge
4 advanteges with (at least) relational
Its more adoptable to new tasks
Its easier to remember
Relational knowledge can be affective as a goal itself
Relational schemas are organic in quality
Choose to teach instrumental understanding on the grounds of
1.
Relational understanding takes time. All they will need is to be able to use particular techniques
2.
Relational understanding is to difficult. But they still need it for more exams
3.
The skill is needed for another subjekt. (Sience) before it can be understood relationally
4.
He is a junior teacher in school where all the other teachers teach intrumetal
Situational factors which contribute to the difficulti include ( to use relational)
The backwash effect of examintation
Over - burdened syllabi
Difficulty off essesment of weather a person understands relationally or instrumentally
The great psychological difficulty for teachers of accommodating their existing and long - standing schemas
A theoretical formulation
All good teachers build up their own stores of emperical knowledge
More difficult than instrumental learning
1.
The means become independent of particular ends to be reached thereby
2.
Building up a schema within a given area of knowledge becomes an intrinsically satisfying goal in itself
3.
The more complete a pupils schema, the greater his feeling of confidence
4.
But a schema