I currently have the pleasure of taking a course with Tina Grotzer, a cognitive scientist and educator at the Harvard Graduate School of Education. One of the assigned readings was a piece that she wrote on deep understanding back in the nineties. Although much time has passed since then, it is still a concept that is met with much resistance in some respects.
For example, in 2010, Alberta introduced a new math curriculum. Seven years later, parent groups and a political party still take issue with many aspects of the curriculum and put out a steady call to go ‘back to the basics’. (As a side note, this is a concept that always intrigues me in the education realm. We would be quite distraught if our medical professionals ‘did things the way they always did’ rather than have them advance their practices as knowledge and technology advances. Why do some people hold opposite expectations for education and not want practices in this field to advance as our knowledge about teaching and learning advances?) One of the components that was a source of frustration in the 2010 curriculum was that it reduced the number of concepts that were required to be taught, and the assumption was that this would lead to less learning. In her article, “Understanding Counts!: Teaching for Depth in Math and Science”, Tina explains why this is not true. She builds a strong argument for deep learning and explains why teaching fewer concepts with greater depth is more beneficial than teaching many concepts superficially. I believe that this is the intent of Alberta’s 201 0 math curriculum. Yes, there were problems (particularly that the roll-out of the curriculum was poorly done and that teachers, who themselves lacked deep understanding because they had been taught superficially, were therefore ill-equipped to foster deep understanding in their students), but the curriculum’s intent at deepening students’ understanding of math is not one of those problems.
Tina has graciously allowed me to post the pdf of her booklet. Take ten minutes to read it through and see why deep understanding matters!
Grotzer: Understanding Counts!: Teaching for Depth in Math and Science (shared with permission from Tina Grotzer)