ERIC Number: EJ1219725
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
Dewey and Mathematical Practice: Revisiting the Distinction between Procedural and Conceptual Knowledge
Österman, Tove; Bråting, Kajsa
Journal of Curriculum Studies, v51 n4 p457-470 2019
We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of "operational skill." We argue that this is important in order for the students to gain both the contextual knowledge and the computational skill entailed in mathematical knowledge.
Descriptors: Mathematics Education, Knowledge Level, Mathematical Concepts, Computation, Mathematics Skills, Skill Development, Educational Philosophy, Relevance (Education)
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A