# Changing the Way That Math is Taught: Conceptual Versus Procedural Knowledge

@inproceedings{Joersz2018ChangingTW, title={Changing the Way That Math is Taught: Conceptual Versus Procedural Knowledge}, author={Jordan R. Joersz}, year={2018} }

The purpose of this article is to present teachers with information and data regarding the relationship that exists between procedural and conceptual knowledge while attempting to validate the notion that the development of conceptual knowledge should be at the forefront of student learning in the mathematics classroom. The article first delves into the definitions and overall significance that each of these modalities have in the mathematics classroom and after doing so, the article examines…

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## 2 Citations

UNDERGRADUATE STUDENTS SELF-CONCEPT AND THEIR MATHEMATICS PROCEDURAL KNOWLEDGE: THE RELATIONSHIP

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This study aimed to explain the relationship between self-concept and mathematics procedural knowledge among undergraduate students of mathematics education. This study investigated the affective and…

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This study aims to describe students’ conceptual understanding on abstract algebra at mathematics education study program. The concept of binary and group operations is a fundamental issue in…

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