Conceptual Understanding and Procedural Fluency 1
Conceptual Understanding and Procedural Fluency 1
Conceptual Understanding and Procedural Fluency 1
Luissette M. Lopez
Abstract
Classrooms are full of diverse learners. Teachers rarely go into a new school year with a class
full of high-achievers that know all the benchmarks of their previous years. I realized during
my internship that students do not always begin the new school year with a solid understanding
of what they should have learned in their previous grade. Considering the packed curriculum,
as well as the limited time teachers are allotted to teach daily, it seemed impossible to re-teach
previous standards, along with new concepts of their current grade. I found this to be especially
challenging with mathematics. I began to wonder, “How does requiring students to explain
their mathematical thinking enable them to learn previous grade standards they do not
struggled with new concepts due to their lack of understanding of previous concepts. To help
with my data collection, I began to research the benchmarks established for previous grade
levels, as well as those required for the next grade. Throughout my inquiry, I focused my
efforts on teaching students the current standards by finding and using strategies that could help
them build a conceptual understanding of math problems. I have learned that although it may
be difficult and more time consuming, it is not impossible to help those students achieve their
benchmarks in math. Building on students’ conceptual understanding will help with their
procedural fluency and send them to their next grade better prepared.
Conceptual Understanding and Procedural Fluency 3
Background
For as long as I can recall, I have always been passionate about helping others. I was
drawn to situations where I could use my personality and my abilities to assist those who
cannot help themselves. I served in the military for 20 years and enjoyed my role as a leader the
most. It is extremely gratifying to be able to train, coach and mentor individuals you are
responsible for, and witness their level of improvement as they grow to become leaders
themselves.
many instances where I know, without a doubt, I love teaching. Sometimes, however, there
were moments where I felt helpless and disillusioned at the progression of my students. I
decided to concentrate my practice on finding out what I can do as an educator to meet the real
internships, I was perplexed at how some students have fallen through the cracks within the
education system.
Now, during my final internship, I quickly realized that my classroom was full of
diverse learners. There were several students who grasped concepts quickly and with little to no
help from me. There were many more who seemed confused and did not understand what my
collaborating teacher or I were teaching them. I realized my mission to educate these students
would be great. Some of my students were promoted to the 5th grade simply because they had
been held back in prior years. A few had visible and diagnosed learning disabilities, and others
simply did not know their 4th grade benchmarks, which inhibited them from learning their 5th
grade standards.
Conceptual Understanding and Procedural Fluency 4
How can I help these students grow? I am determined to work with my CT to focus on
some, if not all those students who, for whatever reasons, tend to have been forgotten or left
behind. I would like to find out where the failure lies with these students and what I must do to
What stood out to me the most was in the content of math. While reviewing the
concepts of factors and multiples, a 4th grade Mathematics Florida Standard, MAFS.4.OA.2.4,
students did not know their basic multiplication facts. I quickly decided I needed to work with
my students on their multiplication facts, so I created some flashcards with my index cards and
placed them in a plastic bag and told certain students to work on those at home and I would
time some time to review the flashcards with them the following day.
I knew my impromptu strategy would not solve the problem. I decided to consider how
I could help my students, so they did not fall behind when the unit went into multi-digit
division. Throughout my internship I researched and found several strategies I could use to
help, specifically geared towards math instruction, which was their greatest struggle.
Depending on the lesson, I was able to incorporate several different strategies that I thought
Multi-digit multiplication was not a problem for the students when they learned how to
use array models or partitioning numbers by hundreds, tens, and ones. When using standard
algorithm, however, they made common mistakes, such as when required to regroup. I chose to
try to build the students procedural fluency from their conceptual understanding. I found a
resource in the book, Principles to actions: ensuring mathematical success for all (2014), that
stated teachers should build their students math fluency by having them explain their approach
to solve the problem. While the student explained, she/he could visualize other strategies and
Conceptual Understanding and Procedural Fluency 5
understand how it relates to solving an equation. I was able to pinpoint where some of the
misconceptions were for the students, and in some instances, I was able to learn new strategies
myself. This strategy also allowed me to hone in on the way certain students think. I continue to
use this strategy throughout my internship, since I found it to be enlightening for the student, as
Wondering
How does requiring students to explain their mathematical thinking enable them to learn
this data by taking notes as I graded assignments and assessments and speaking to my CT about
possible strategies I can use to help my struggling students catch up in their 5th grade math
benchmarks. I also found literature related to known gaps in elementary math and strategies on
Before I began to collect my data, I listed student names on my field notes of who
required extra help on math content based on lesson. I realized many students who struggled
with math content were lacking the procedural knowledge of benchmarks they should have
learned in 4th grade. I decided to review the 4th, 5th, and 6th grade Mathematics Florida
Standards at http://www.fldoe.org/core/fileparse.php/5390/urlt/0081015-mathfs.pdf
to become acquainted with the benchmarks my students should be at and determine which ones
First, only about 4 or 5 of my students, mostly the high achievers in math, understood the step-
by-step procedures when solving math problems using standard algorithm. Second, I realized I
felt very uncomfortable teaching conceptual understanding in math, because I did not learn it
that way. The next appropriate course of action was to find out why I was so hesitant to teach
math using methods that would enhance my conceptual understanding, as well as that of my
students. I found and read an article about how teachers’ attitudes and anxiety towards math
can disadvantage students (Geist, 2015). In the article “Math anxiety and the 'math gap': how
understanding of why teachers avoid teaching math, especially when they do not feel
comfortable with teaching for conceptual understanding. Preparation is key. Before my math
lessons, I began to read through guides and lessons and perform the work I expected my
students to complete. I watched videos on the internet and studied concepts. The more I was
While I continued to search for an effective approach to teach math, I came across
several strategies that I could incorporate into my class to test their effectiveness on my
students. Turning teaching upside down was one strategy that allowed students to wrestle with
a math problem before they are taught how to solve it (Seely, 2017). I quickly began to
incorporate that strategy at the beginning of each lesson. I used the teaching upside down
method to allow students to explore their conceptual understanding of a problem first. I also
came across another strategy called Number Talks, where students do not use pencils and paper
to solve math problems, which will allow for the development of mental math (Berger, 2017). I
was hoping to incorporate this method daily, to allow students to share their strategies and
Conceptual Understanding and Procedural Fluency 7
consequently, they could decide which method works best for them without the teacher telling
them how to solve the problem. I continue to use these strategies for every math lesson I teach.
making simple mathematical errors that prevented them from solving problems correctly. I
decided to interview my CT with specific questions geared towards math progression in the 5th
grade and how much time I had as a teacher to teach specific concepts. She provided me with
documents listing 5th Grade Year-at-a-Glance (Appendix A), which defined the benchmarks
required for students by quarter. The data helped me calculate the pace I would need to follow
to teach my students the standards. I realized I was rushing through lessons when I could take
more time to teach more complex areas of content. I was also made aware of how to locate
future assessments and noticed I was not teaching everything on the test. I quickly acted to
review future assessments prior to teaching new lessons within the unit, so as not to exclude
Over the course of six weeks, as I incorporated many of my newfound strategies and
continued to review student work and assessments, I was not convinced that my student’s
procedural fluency had improved (Appendix B). I searched for information on the importance
Nelson, (2015), conceptual understanding could provide the basis for procedural fluency. In
fact, the literature recommended that interventions for lack of procedural fluency be
administered using conceptual understanding and vice versa. The only way I could see tackling
this enormous task was to identify and group the students who lacked either procedural
Currently, my students are arranged in flexible ability table groups of four students. It
has been my belief that the more advanced students can help those who struggle with math. As
I continue to research my inquiry, however, I question if small group instruction based on their
had not thought to use differentiated small group instruction and flexible ability level groups as
an intervention strategy until I found literature on the impact it could have on a diverse group
of learners. Mainini, & Banes, (2017), offered an action-research project that studied the
instruction. According to the literature, strategies such as small group instruction, flexible
ability grouping, and teaching math problems with multiple entry points, were all instrumental
in student engagement and growth of conceptual understanding. I have not initiated this method
yet but would like to incorporate small group instruction once a week.
Upon reviewing the data I have collected, I noticed most of it connected to strategies I
could use that would help me teach math to all my students. Most of the articles I collected for
my inquiry were based on teaching strategies for conceptual understanding. I found, based on
student assessments and homework, that I was rushing through some lessons. Many of my
students could have benefitted from more time, yet I simply did not know that I could stretch
out the lesson a day or two longer. I have already implemented many of the strategies I read
about in the literature sources. I will continue to do so while adhering to the guidelines
established by the state, the county school district, and my CT with the goal of implementing
Findings
Learning Statement 1 – Not every student begins a new school year knowing all the
benchmarks of their previous grade. Teachers must assess their students’ abilities to
grades requires a conceptual understanding by both the teacher and the students, for
learning to occur.
Learning Statement 3 - There are many strategies that can be applied to help students
Learning Statement 1 - When a new school year begins, teachers do not know what students
they will have in the classroom or what knowledge they come into the new school year with. I
have learned that assessments are very important in determining the level of knowledge
students come into the grade level with. I began my internship collecting anecdotal notes and
data on how students performed during and after lessons. I used formative and summative
assessments to determine where the students had the most difficulty. I observed their learning
habits and work habits. Before I could understand how I could help students who struggled
with content, I needed to learn about them and their individual learning needs.
I was not sure where to begin my search. I struggled with teaching some students
division operations when they did not even know their multiplication facts. I asked my CT
where I could find data that would inform me of the current and previous benchmarks and what
students should know in the 5th grade. I administered a worksheet to my students that
encompassed benchmarks from all the 5th grade standards they have been taught as well as
those I hadn’t covered yet. I allowed students two weeks to complete the worksheet during
class time when they were finished with their individual work (Appendix C). I did not send the
worksheets home because I did not want the students to get help from their parents. I used this
Conceptual Understanding and Procedural Fluency 10
data, along with 4th and 5th grade benchmarks (Appendix D) to determine where their
weaknesses with math concepts lie, and to see which students were already fluent with their
math procedures. I looked for different strategies they used to solve the math problems, as well.
I was able to use my students’ work, as well as the anecdotal notes, along with the 5th
grade benchmarks to pinpoint those students who needed enrichment in certain areas before
they would be able to learn the current fifth grade standards. Students who were below level
were given worksheets that would “refresh” their thinking so they could grasp the concepts
more efficiently. By analyzing the data, I was able to plan my lessons with all my students’
needs in mind.
requires a conceptual understanding by both the teacher and the students, for learning to occur.
Since I was hesitant to teach math a way I did not understand, I noticed at the beginning of my
internship that I tried to “force” the way I learned math to my students. As I observed the
students working, I noticed there was a lot of confusion, specifically when I tried to teach
division using steps. I chose to allow the students to share their thinking by asking them to
show the class how they solved their math problems and why. Some students used models and
arrays, others used mental math, and others used inventive strategies that I would have never
thought to use. I began to read about conceptual thinking and noticed that students perform
better when they understand what they are doing, instead of just because they were told to do it
that way.
hesitation to teach math a different way than I was used to, also affected my students. I could
not understand why they performed so poorly on their assessments when I took such care to
teach the benchmarks they needed to learn. Before each lesson, I made it a point to “learn” the
Conceptual Understanding and Procedural Fluency 11
lesson myself through different avenues. I used the textbook, Khan Academy, and literature
sources identified throughout my inquiry to help me understand. The more empowered I felt
teaching math, the more empowered my students felt learning math. I noticed their assessment
Learning Statement 3 - There are several strategies that can be applied to help students attain
the level of proficiency required to learn new grade-level content. As I searched for strategies
to use, I continued to observe student work and see the gains they have made. I incorporated
strategies that became norms in my classroom. For example, I used Seely’s (2017) “Upside-
down” teaching method as a daily math FSA problem of the day. I would promote excitement
over our new daily routine by stating, “Now it’s time for our FSA problem of the day!”, and the
students would respond loudly and excitedly, “Hooray!” It was my opportunity to allow my
students to figure out a random math problem that was not associated with our lesson and have
them share their solution with the class. Walking around the class allowed me to obtain data
that would help me call on students who used different methods of solving the problem.
Strategies quickly became norms and were almost transparent to the students, and to
me. I chose questions that encompassed problems I knew some students struggled with or
questions many students answered incorrectly on their assessments. Based on their difficulties
with assessment questions, I began to incorporate their use of mental math using number talks
(Appendix E). I was able to use the formative and summative data I had collected on my
students to help me assign flexible seating arrangements. I placed my table groups with one
student who performed math problems using procedural knowledge and three other students
who normally used different methods of solving problems based on their conceptual
Building conceptual knowledge takes time and effort. There is not a fix all solution for
how to teach such a diverse group of learners. I was pleasantly surprised, however, when I
noticed an observable change in how my students constructed their responses using the
strategies that felt comfortable to them. Some students used multiplication to solve word
problems on volume, while most used division (Appendix F). The way they were able to build
Conclusion
wondering and others I have thought of throughout my final internship. I have learned so much
learning will ever end. The most powerful finding I have gained has been the realization that I
simply will not be able to teach content I do not understand fully myself. As I read and re-read
Geist’s (2015) research article on math anxiety, I found myself focusing on how imperative to
feel confident when teaching. Geist (2015) wrote about how teachers with negative attitudes
towards math rely on teaching facts and skills, which I interpret at procedural fluency, rather
than cognitive thought processing and mathematical reasoning. This anxiety about math
As I continue to improve my teaching skills, I have decided I will learn the content I
teach, as if I were a student myself before I present the lesson to my students. It will be time
content conceptually will ultimately benefit them more and reduce negative attitudes towards
learning. My greatest struggle during my final internship, learning and teaching conceptual
Conceptual Understanding and Procedural Fluency 13
mathematics, has also become my greatest achievement and I fully intend to continue to focus
As stated earlier, I have gained insight to new wonderings while I examined this
inquiry. I would like to explore how to change student attitude towards math into a very
positive and exciting part of the school day. I am curious about how I can integrate math into
all content areas. I would like to integrate other content areas into mathematics, as well. I
wonder, is there a way I can teach an elementary school class all the content areas integrated
with each other, instead of giving students a daily subject schedule? These are a few questions I
would like to research in the future that have surfaced since I began my journey as a pre-service
teacher.
How does requiring students to explain their mathematical thinking enable them to learn
previous grade standards they do not comprehend? Students who are allowed to explain and
share their reasoning feel more empowered. They begin to take responsibility for their own
learning. The students who struggled with conceptual understanding progressively increased
their ability to work on math problems as they gained insight into other students’ mathematical
reasoning. That, along with the strategies I implemented by providing efficient and effective
mathematical comprehension and assessment scores (Appendix G). It is important to note that
those students who lacked procedural fluency benefitted most from understanding the
processes and procedures teachers are expected to perform, however I am confident I can use
what I have acquired to continue to learn in a manner that will make my students lifelong
Conceptual Understanding and Procedural Fluency 14
learners and prepare them for a successful transition into their next grade. When I succeed, my
students will also, as well as their future teachers, who will begin the school year with students
who are ready to absorb the benchmarks established for them. Essentially, we will all be part of
References
Berger, A. A. (2017). Using number talks to build procedural fluency through conceptual
Burns, M. K., Walick, C., Simonson, G. R., Dominguez, L., Harelstad, L., Kincaid, A. and
Florida Department of Education - Math Standards. (n.d.). Retrieved November 25, 2017, from
http://www.fldoe.org/core/fileparse.php/5390/urlt/0081015-mathfs.pdf
Geist, E. (2015). Math anxiety and the 'math gap': how attitudes toward mathematics
Principles to actions: ensuring mathematical success for all. (2014). Reston, VA: The National
Seeley, C. L. (2017). Turning teaching upside down: Students learn more when we let them
wrestle with a math problem before we teach them how to solve it. Educational
Appendix A
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Appendix B
Conceptual Understanding and Procedural Fluency 18
Appendix C
Conceptual Understanding and Procedural Fluency 19
Appendix C (Cont)
Conceptual Understanding and Procedural Fluency 20
Appendix D
Conceptual Understanding and Procedural Fluency 21
Appendix E
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Appendix F
Appendix F (Cont.)
Appendix F (Cont.)
Appendix G
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Unit 7 Unit 8 Unit 9 Unit 3 Unit 4
5th Grade Math Unit
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