Evidence-Based Practices for Supporting Understanding and Skill in MathematicsOct. 12, 2010
Too often, students memorize procedures and fail to understand the underlying concepts or to flexibly apply the procedures to a range of problems. We will describe and illustrate several teaching techniques that we have demonstrated improve both students’ understanding of concepts and procedural skill. These techniques include supporting comparison of multiple examples, encouraging students to explain correct solutions, and interleaving lessons on concepts and procedures.
Jon R. StarAssistant Professor
Harvard University Graduate School of Education
A former middle school and high school mathematics teacher and is currently an assistant professor at the Harvard University Graduate School of Education in Cambridge, Massachusetts. He studies the teaching and learning of mathematics, with a particular focus on algebra.
Bethany Rittle- JohnsonAssociate Professor
An associate professor in the psychology and human development department at Vanderbilt University in Nashville, Tennessee, studies how children learn mathematics and ways to improve mathematics teaching.