NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1167346
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1835-9132
Integrating Conceptual and Quantitative Knowledge
Metzgar, Matthew
e-Journal of Business Education and Scholarship of Teaching, v7 n2 p39-45 2013
There has been an emphasis in some science courses to focus more on teaching conceptual knowledge. Though certain innovations have been successful in increasing student conceptual knowledge, performance on quantitative problem-solving tasks often remains unaffected. Research also shows that students tend to maintain conceptual and quantitative knowledge in different mental domains. Traditional end-of-the-chapter problems typically have either a conceptual focus or a quantitative focus. This paper discusses the potential of multi-part problems that ask students the same question in both a conceptual and a quantitative way. The author highlights his recent experience using these problems in an upper-level economics course.
Australian Business Education Research Association. PO Box 408, Mapleton, Queensland 4560, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A