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Things you always wanted to know about the web but were afraid to ask
Further, it is often difficult to know what someone else is asking orsaying when they do it in a way that is different from anything you arethinking about at the time. If you ask about a spatial design of some sortand someone draws a cutaway view from an angle that makes sense to him,it may make no sense to you at all until you can "reorient" your thinkingor your perspective. Or if someone is demonstrating a proof or rationale,he may proceed in a step you don't follow at all, and may have to ask himto explain that step. What was obvious to him was not obvious to you atthe moment.
The Concept and Teaching of PlaceValue in Math
Then, after they are comfortable and good at doingthis, you can point out that when numbers are written numerically, thecolumns are like the different color poker chips. The first column is likewhite poker chips, telling you how many "ones" you have, and the secondcolumn is like blue poker chips, telling you how many 10's (or chips worthten) you have....etc. This would be a good time to tell them that in factthe columns are even named like the poker chips  the one's column, theten's column, the hundred's column, etc. (Remember, they have learned towrite numbers by rote and by practice; they should find it interestingthat numbers have these parts i.e., the numerals and columnswhich "coincide" with how many one's, ten's, etc. there are in the quantitythat the number names.)^{}
The Concept and Teaching of PlaceValue Richard Garlikov
Thinkingor remembering to count large quantities by groups, instead of tediouslyone at a time, is generally a learned skill, though a quickly learned oneifone is told about it. Similarly, manipulating groups for arithmetical operationssuch as addition, subtraction, multiplication and division, instead ofmanipulating single objects. The fact that Englishspeaking children oftencount even large quantities by individual items rather than by groups (Kamii),or that they have difficulty adding and subtracting by multiunit groups(Fuson) may be more a lack of simply having been told about its efficaciesand given practice in it, than a lack of "understanding" or reasoning ability.I do not think this is a reflection on children's understanding, or theirability to understand.
Chuck Norris  Biography  IMDb
In a thirdgrade class where I was demonstrating some aspects of addition and subtractionto students, if you asked the class how much, say, 13  5 was (or any suchsubtraction with a larger subtrahend digit than the minuend digit), yougot a range of answers until they finally settled on two or three possibilities.I am told by teachers that this is not unusual for students who have nothad much practice with this kind of subtraction. ()
Spiritual or Psychic Attacks: Suggestions for Help
In math and science (and many other areas), understanding and practicalapplication are sometimes separate things in the sense that one may understandmultiplication, but that is different from being able to multiply smoothlyand quickly. Many people can multiply without understanding multiplicationvery well because they have been taught an algorithm for multiplicationthat they have practiced repetitively. Others have learned to understandmultiplication conceptually but have not practiced multiplying actual numbersenough to be able to effectively multiply without a calculator. Both understandingand practice are important in many aspects of math, but the practice andunderstanding are two different things, and often need to be "taught" orworked on separately.
Lifestyle  Mens Health, Career, and Relationship Advice
Thereis a difference between things that require sheer repetitive practice to"learn" and things that require understanding. The point of practice isto become better at avoiding mistakes, not better at recognizing or understandingthem each time you make them. The point of repetitive practice is simplyto get more adroit at doing something correctly. It does not necessarilyhave anything to do with understanding it better. It is about being ableto do something faster, more smoothly, more automatically, more naturally,more skillfully, more perfectly, well or perfectly more often, etc. Someteam fundamentals in sports may have obvious rationales; teams repetitivelypractice and drill on those fundamentals then, not in order to understandthem better but to be able to do them better.
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