• Corpus ID: 64991347

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

  title={Changing the Way That Math is Taught: Conceptual Versus Procedural Knowledge},
  author={Jordan R. Joersz},
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… 
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
Undergraduate Students’ Conceptual Understanding on Abstract Algebra
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


Conceptual and Procedural Knowledge of Mathematics : Does One Lead to the Other ?
This study examined relations between children's conceptual understanding of mathematical equivalence and their procedures for solving equivalence problems (e.g., 3 + 4 + 5 = 3 + ). Students in 4th
Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms
Informed by theory and research in inquiry-based mathematics, this study examined how classroom practices create a press for conceptual learning. Using videotapes of a lesson on the addition of
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
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.
The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two
Individual differences in conceptual and procedural knowledge when learning fractions.
Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn
Conceptual and procedural knowledge : the case of mathematics
Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis is presented, which examines the relationship between initial Meaningful and Mechanical Knowledge of Arithmetic and the Acquisition of Decimal Number Knowledge.
Instruction, Understanding, and Skill in Multidigit Addition and Subtraction
We traced the emerging relations between children's understanding of multidigit numbers and their computational skill and investigated how instruction influenced these relations. We followed about 70
Role of Conceptual Knowledge in Mathematical Procedural Learning
Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational
The development of arithmetic concepts and skills: Constructing adaptive expertise
This book discusses the development of Adaptive Expertise and Flexibility and neuropsychological Findings on Conceptual Knowledge of Arithmetic in children with Specific Language Impairments and young adults' strategic Choices in Simple Arithmetic.