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Conceptual Education

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Education is a prevailing driver for development. It equips a person with required knowledge, skills and shapes, values and attitudes essential to develop into a proficient element of the society. According to the World Bank, in order for people to improve their well-being, education can be one of the strongest ways for alleviating poverty. However, according to Philippine Institute for Developmental Studies (2012), to create and preserve a high-quality education system appropriate funds must be made. More so, Capate and Lapinid, 2015, stated that it is necessary to draw attention to the students’ capability in different subjects that prepare them for the world, including Mathematics.
Mathematics is all around us, in everything we do. According …show more content…

The learners understand mathematical ideas, and have the ability to transfer their knowledge into new situations and apply it to new contexts.
Conceptual understanding is one of the five strands of mathematical proficiency, set out by the National Research Council’s 1999-2000 Mathematics Learning Study Committee in their report titled Adding It Up: Helping Children Learn Mathematics, published by the National Academy Press in 2001.
Conceptual mathematics understanding as knowledge, involves comprehensive understanding of fundamental and foundational concepts behind the algorithms performed in Mathematics (Rille-Johnson,et al, 2001).
When developing conceptual understanding, it’s essential to give students freedom of choice in how might potentially respond. Lessening to one representation too often causes students to try to find the one correct path towards a solution, rather than thinking expansively and for them. The U.S. National Research Council (2001) explains that when students see the connections among concepts and procedures and can give arguments to explain why some facts are consequences of others, their conceptual understanding …show more content…

It proposes a four-stage learning process: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The process can begin at any stage and is continuous. In Experiential Learning theory, learning is described as the process whereby knowledge is generatedover the transformation of experience. “Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Lave and Wenger theorized Situated Learning as learning in similar context in which concepts and theories are

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