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Concept-Based Learning
“I don’t know what’s the matter with people: they don’t learn by understanding; they learn by some other way - by rote or something. Their knowledge is so fragile!” -
Richard Feynman
Our purpose in designing concept-based courses is just this!
To help students understand the big idea! Instead of engaging in rote learning, students build on their knowledge and skills to explore, experiment, investigate and connect with new ideas in different contexts.
How is conceptual understanding helpful?
Conceptual understanding refers to an integrated and functional grasp of ideas. Pupils with a conceptual understanding of a topic know more than isolated facts and related methods. They are able to perceive the underlying structure, find it easy to make connections and transfer the ideas to new contexts and problems.
Active engagement with questions, and highlighting misconceptions is crucial in developing conceptual understanding. It is of great value because the student is developing the ability to think from first principles.
Testing Understanding
There is one test at the end of the course to assess the student's understanding of the concepts covered in the course.
The time scale
To truly grasp all the ideas and develop a deep understanding of the concepts, we encourage pupils to revisit the course at least three times. Each visit gives pupils time to reflect and build on the previous learning experience.
The pupil can enrol on the course again; after a short break or enrol immediately.
Accessible
Pupils can enrol on any course based on prior knowledge and NOT their age or class.
Flexible
Pupils can enrol in one or multiple topics based on their diagnostic test results.
Affordable
No monthly or yearly subscription. Pay for only the courses the pupil enrols in.
Weekly lessons delivered by a dedicated tutor for concept-based courses.
Class Size
Up to 12 Pupils
Age Range
Age 9 and over
Course Length
Flexible
Outline of our Concept-Based Learning courses:
- Introduce the concept. The Big Idea!
- Apply the concept in meaningful real-world examples.
- Define associated key terms, facts, formulas, etc.
- Explore the underlying structure.
- Connect ideas to new situations and problems.
Promoting Mathematical Thinking Through Conceptual Understanding
Pupils may learn procedures, memorise formulas and rules to complete mathematical problems, and still many times do not understand the underlying concepts behind the calculations they just have carried out. This inevitably makes it difficult for pupils to progress or appreciate the connection between various mathematical topics.
Once the pupil has grasped a mathematical concept and can apply it to solve problems they begin to develop a deeper understanding and an appreciation for mathematics.
Mathematical thinking consists of concepts, facts and methods - all three are interrelated and critical to learning; generally, learning and practising methods help in understanding a concept and understanding a concept helps in remembering facts.
When facts and methods; are learnt with understanding, they are easier to remember and reconstruct if forgotten.
Understanding the concept behind any maths topic is an achievement – though it requires willingness and perseverance on the part of the learner, dedication and expertise on the part of the tutor.
