I read with some dismay the response by Barry Garelick (“What It Takes to Actually Improve Math Education”) to Rick Hess’s interview with Andrew Coulson (“The Case for Game-Based Math Learning”).
Garelick unfortunately sets up a straw-dog contest between learning conceptual knowledge or procedural knowledge in mathematics learning. There is clear evidence that both are important and that they support each other, including in one paper Garelick cites, and in the classic book, Conceptual and Procedural Knowledge, edited by James Hiebert, published in 1986.
