ERIC Number: ED471761
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Comparing Instructional Strategies for Integrating Conceptual and Procedural Knowledge.
Rittle-Johnson, Bethany; Koedinger, Kenneth R.
We compared alternative instructional strategies for integrating knowledge of decimal place value and regrouping concepts with procedures for adding and subtracting decimals. The first condition was based on recent research suggesting that conceptual and procedural knowledge develop in an iterative, hand over hand fashion. In this iterative condition, conceptual and procedural lessons were interleaved. The second condition followed the common ordering of conceptual lessons before procedural lesson (concepts-first condition). All lessons were presented via a computer-based intelligent tutoring system and 72 sixth-grade students participated. Students in the iterative condition made greater improvements in procedural knowledge and comparable improvements in conceptual knowledge, compared to the concepts-first condition. Students in both groups did better when problems were presented in money contexts rather than symbolically. Both the iterative ordering of lessons and presenting problems in money contexts reduced students' digit alignment errors when adding and subtracting decimals. (Author)
Descriptors: Addition, Concept Formation, Decimal Fractions, Mathematics Education, Middle Schools, Subtraction
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/73626
IES Cited: ED512043