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Peer reviewed Peer reviewed
ERIC Number: EJ638748
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.
Rittle-Johnson, Bethany; Siegler, Robert S.; Alibali, Martha Wagner
Journal of Educational Psychology, v93 n2 p346-62 Jun 2001
Proposes that conceptual and procedural knowledge develop in an iterative fashion and improved problem representation is one mechanism underlying the relations between them. Two experiments were conducted with 5th and 6th grade students learning about decimal fractions. Results indicate conceptual and procedural knowledge do develop, iteratively, with improved problem representation as part of the process. (BF)
Descriptors: Concept Mapping, Elementary School Mathematics, Grade 5, Grade 6, Learning Processes, Learning Strategies, Mathematical Concepts, Mathematics Instruction, Skill Development
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED512043