ERIC Number: ED472948
Record Type: RIE
Publication Date: 2002
Re-"Conceptualizing" Procedural Knowledge in Mathematics.
Star, Jon R.
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)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A