WEBVTT

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Hello and welcome to the fourth and last

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week of this MOOC, of this course. I was

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very happy to see you again in the

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last week when we were talking about

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practice makes perfect and also a

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variation theory and it was nice to see

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that many people again recognised a lot

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from their own classroom practices.

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There was a lot of agreement that both

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procedural fluency, procedural knowledge

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skills and understanding and a lot of

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practice all go hand in hand in

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mathematics education. Many of you

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recognised this and agreed with it.

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Sometimes with a slight preference for

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one or the other and that's fine but

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just as long as we can agree that

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all of it is important, then at least we

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can do away with those so-called Math

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Wars that have lasted far too long.

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Variation theory was also considered

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very useful, although some of you noted

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that it could become quite complicated.

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And they are right: we should make sure

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that these sequences of tasks,

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should not be too complicated.

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They really should be well-balanced and

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that's why I sometimes love to use

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textbooks because there you have designers

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who have thought about sequences of

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tasks and then you can utilise them in

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the classroom. There also were a couple

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of comments about the 'animal problem'

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from last week's video and I'll put a

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link in this step with a little bit more

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explanation. This week we're going to

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look at the last section, which is go a

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little bit further with regard to how

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practice makes perfect and the Two

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Basics that we covered previously, and

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then we'll go into a very important

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question: How do these Asian countries

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actually do their professional

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development? So it's great that we have

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principles, but how do you make sure that

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the teachers in a school actually

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manage to use it. That's what we're going

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to talk about this week and I

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hope to see you in the comments again.