By championing the importance of understanding, teachers can inadvertently set their students up for failure as those students blunder in illusions of competence. As one (failing) engineering student recently told me: “I just don’t see how I could have done so poorly. I understood it when you taught it in class.” My student may have thought he’d understood it at the time, and perhaps he did, but he’d never practiced using the concept to truly internalize it. He had not developed any kind of procedural fluency or ability to apply what he thought he understood.
Time after time, professors in mathematics and the sciences have told me that building well-ingrained chunks of expertise through practice and repetition was absolutely vital to their success. Understanding doesn’t build fluency; instead, fluency builds understanding. In fact, I believe that true understanding of a complex subject comes only from fluency.
shared by Glenn Hervieux on 28 Feb 16 - No Cached
Students with a “growth” mindset are those who believe that their ability is not “fixed” and that failure is a natural part of learning. These are the students who perform at higher levels in math and in life. But students don’t get the opportunity to see math as a growth subject if they mainly work on short, closed questions accompanied by frequent tests that communicate to them that math is all about performance and there is no room for failure.