Beginning questions for discussion of the Skemp article

It is often beneficial to introduce relational understanding before instrumental understanding. Starting with relational understanding helps students build a solid foundation by emphasizing the underlying principles and connections between mathematical concepts. However, the order of introduction may vary depending on factors such as the complexity of the topic, the developmental stage of the learners, and individual learning styles, and in many cases, a balanced approach that combines both relational and instrumental understanding is most effective.

In teaching math, our aim is multifaceted, encompassing the development of procedural fluency, fostering excitement about mathematics, and cultivating a deep understanding of mathematical concepts. To address these diverse goals effectively, teachers must employ a balanced approach that integrates these aspects into their teaching methods. This balance involves teaching students the practical skills and techniques needed to perform mathematical procedures while also inspiring enthusiasm and curiosity about the subject. To make principled choices about what and when to teach, teachers should align their decisions with curriculum objectives and consider students' readiness and developmental stages.

To improve the negative attitudes of math anxiety or math avoidance, math teachers can create a supportive and inclusive classroom environment that encourages risk-taking and acknowledges the value of mistakes in the learning process. Attitudes toward mathematics can vary across cultures, influenced by factors such as educational systems, societal expectations, and cultural values. Canadian society can benefit from adopting positive elements of mathematics education from other cultures, such as emphasizing conceptual understanding, problem-solving, and collaborative learning, to foster a more holistic and effective approach to teaching and learning mathematics.