{"id":43,"date":"2023-07-05T15:00:09","date_gmt":"2023-07-05T14:00:09","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/?page_id=43"},"modified":"2024-04-30T11:09:03","modified_gmt":"2024-04-30T10:09:03","slug":"home-page","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/","title":{"rendered":"Fife&#8217;s Approach to Mathematics and Numeracy"},"content":{"rendered":"<h5>Fife\u2019s Approach: Developing a Conceptual Understanding in Numeracy<\/h5>\n<figure class=\"wp-block-embed wp-block-embed-youtube is-type-video is-provider-youtube epyt-figure\"><div class=\"wp-block-embed__wrapper\"><iframe loading=\"lazy\"  id=\"_ytid_41631\"  width=\"604\" height=\"339\"  data-origwidth=\"604\" data-origheight=\"339\" src=\"https:\/\/www.youtube.com\/embed\/-VqYw79LR6w?enablejsapi=1&autoplay=0&cc_load_policy=0&cc_lang_pref=&iv_load_policy=1&loop=0&rel=1&fs=1&playsinline=0&autohide=2&theme=dark&color=red&controls=1&disablekb=0&\" class=\"__youtube_prefs__  no-lazyload\" title=\"YouTube player\"  allow=\"fullscreen; accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen data-no-lazy=\"1\" data-skipgform_ajax_framebjll=\"\"><\/iframe><\/div><\/figure>\n<p style=\"text-align: left\">Sitting within Fife\u2019s wider Teaching and Learning strategy, the mathematical pedagogical position of Fife, backed up by years of Worldwide research, is that conceptual understanding must come before procedural learning. Conceptual understanding is knowing more than isolated facts and methods. The successful learner understands mathematical ideas, and has the ability to transfer their knowledge into new situations while applying and adapting it to new contexts.<\/p>\n<p>Further information on Fife&#8217;s approach can be found in the <a href=\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/numeracy\/uploads\/sites\/14032\/2023\/08\/04133338\/Fife-Numeracy-Position-Paper-2018.pdf\">Fife Numeracy Position Paper (2018)<\/a><\/p>\n<h4>Conceptual Knowledge is:<\/h4>\n<ul>\n<li>\u201cLearning mathematics with understanding, actively building new knowledge from<br \/>\nexperience and prior knowledge.\u201d Principles and Standards for School Mathematics (2000)<\/li>\n<li>\u201cIdeas, relationships, connections, or having a \u2018sense\u2019 of something.\u201d<br \/>\nBarr, Doyle et. Al. (2003)<\/li>\n<li>\u201cLearning that involves understanding and interpreting concepts and the relationships between concepts.\u201d Arslan (2010)<\/li>\n<li>\u201c&#8230;learning in which students take the reins of their own learning and are able to apply their thinking to new contexts and situations.\u201d Hattie (2017)<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-158 aligncenter\" src=\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/numeracy\/uploads\/sites\/14032\/2023\/07\/12162544\/Fife-Numeracy-Mathematics-3-193x300.png\" alt=\"\" width=\"101\" height=\"157\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/numeracy\/uploads\/sites\/14032\/2023\/07\/12162544\/Fife-Numeracy-Mathematics-3-193x300.png 193w, https:\/\/blogs.glowscotland.org.uk\/fi\/public\/numeracy\/uploads\/sites\/14032\/2023\/07\/12162544\/Fife-Numeracy-Mathematics-3.png 351w\" sizes=\"auto, (max-width: 101px) 100vw, 101px\" \/><\/p>\n<h4><\/h4>\n","protected":false},"excerpt":{"rendered":"<p>Fife\u2019s Approach: Developing a Conceptual Understanding in Numeracy Sitting within Fife\u2019s wider Teaching and Learning strategy, the mathematical pedagogical position of Fife, backed up by years of Worldwide research, is that conceptual understanding must come before procedural learning. Conceptual understanding is knowing more than isolated facts and methods. The successful learner understands mathematical ideas, and &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Fife&#8217;s Approach to Mathematics and Numeracy<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":23869,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-43","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/pages\/43","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/users\/23869"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/comments?post=43"}],"version-history":[{"count":18,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/pages\/43\/revisions"}],"predecessor-version":[{"id":316,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/pages\/43\/revisions\/316"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/numeracy\/wp-json\/wp\/v2\/media?parent=43"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}