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Re-'Conceptualizing' Procedural Knowledge in Mathematics.

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Title: Re-'Conceptualizing' Procedural Knowledge in Mathematics.
Language: English
Authors: Star, Jon R.
Peer Reviewed: N
Page Count: 8
Publication Date: 2002
Document Type: Reports - Descriptive
Descriptors: Algebra, Cognitive Style, Concept Formation, Learning, Mathematics Instruction, Patterns in Mathematics, Secondary Education, Thinking Skills
Geographic Terms: U.S.; Michigan
Abstract: Many mathematics educators have lost sight of the critical importance of the mathematical understanding which underlies procedural competence, in part because we do not have a language to refer to this kind of understanding. The modal way of categorizing mathematical knowledge--conceptual and procedural knowledge--is limited in that: (a) it is almost exclusively focused on the mathematics of elementary school, and (b) in studies using this framework. Knowledge of procedures and concepts are assessed in very different ways. Three students' solutions to a linear equation are presented and compared. This paper shows that the difference between what these three students know about linear equation solving can be framed in terms of students' planning knowledge of the procedures--in other words, conceptual knowledge about procedures. (Author)
Journal Code: RIESEP2003
Entry Date: 2003
Accession Number: ED472948
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED472948
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PubType: Report
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  Data: Re-'Conceptualizing' Procedural Knowledge in Mathematics.
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  Data: 8
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  Data: 2002
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  Data: <searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Patterns+in+Mathematics%22">Patterns in Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink>
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  Data: Many mathematics educators have lost sight of the critical importance of the mathematical understanding which underlies procedural competence, in part because we do not have a language to refer to this kind of understanding. The modal way of categorizing mathematical knowledge--conceptual and procedural knowledge--is limited in that: (a) it is almost exclusively focused on the mathematics of elementary school, and (b) in studies using this framework. Knowledge of procedures and concepts are assessed in very different ways. Three students' solutions to a linear equation are presented and compared. This paper shows that the difference between what these three students know about linear equation solving can be framed in terms of students' planning knowledge of the procedures--in other words, conceptual knowledge about procedures. (Author)
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Patterns in Mathematics
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: U.S.; Michigan
        Type: general
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      – TitleFull: Re-'Conceptualizing' Procedural Knowledge in Mathematics.
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              Type: published
              Y: 2002
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