• Corpus ID: 64991347

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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Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics
There is a long-standing and ongoing debate about the relations between conceptual and procedural knowledge (i.e., knowledge of concepts and procedures). Although there is broad consensus that…
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TLDR
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