Skill Automaticity in Mathematics Instruction: A Response to Gagne

摘要: In his remarks on "Some Issues in the Psychology of Mathematics Instruction," Gagne (1983) has stimulated a renewed discussion cognitive phenomena involved when children learn mathematics and implications learning theory for instruction. gives three-phase performance model along with following core message: Students should understand how to mathematize concrete situation that is described verbally validate solution once it obtained, but they need not derived. Instead, skills computation phase be made automatic sake optimal overall performance, lots practice devoted automatizing such skills. Taken out their context inserted into current climate education, Gagne's statements are likely misunderstood, giving wrong impression teachers perhaps causing researchers reject ideas. The purpose this critique make more careful inquiry proposals and, at same time, set skill automaticity