**ERIC Number:**EJ855046

**Record Type:**Journal

**Publication Date:**2007

**Pages:**3

**Abstractor:**ERIC

**Reference Count:**11

**ISBN:**N/A

**ISSN:**ISSN-1084-6522

Technology Focus: Enhancing Conceptual Knowledge of Linear Programming with a Flash Tool

Garofalo, Joe; Cory, Beth

NCSSSMST Journal, v12 n2 p24-26 Spr 2007

Mathematical knowledge can be categorized in different ways. One commonly used way is to distinguish between procedural mathematical knowledge and conceptual mathematical knowledge. Procedural knowledge of mathematics refers to formal language, symbols, algorithms, and rules. Conceptual knowledge is essential for meaningful understanding of mathematical ideas because it is knowledge rich in relationships. Students use conceptual knowledge to develop underlying meaning for procedural knowledge, and to make decisions and problem-solve. Traditional approaches to mathematics teaching and assessment too often overemphasize procedural knowledge at the expense of conceptual knowledge. Not surprisingly, research shows that students' performance on procedural tasks is often adequate but that their conceptual knowledge of mathematics is poor. In this article, the author discusses the importance on the development of conceptual mathematical knowledge and describes how to enhance conceptual knowledge of linear programming with an interactive Flash tool. (Contains 1 figure.)

Descriptors: Mathematics Education, Symbols (Mathematics), Mathematical Applications, Mathematics Instruction, Mathematical Concepts, Mathematics Skills, Educational Technology, Computer Graphics, Computer Software, Programming, High Schools, Secondary School Mathematics, Teaching Methods

National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. 3020 Wards Ferry Road, Lynchburg, VA 24502. Tel: 434-582-1104; Fax: 434-239-4140; e-mail: office@ncsssmst.org; Web site: http://www.ncsssmst.org

**Publication Type:**Journal Articles; Reports - Descriptive

**Education Level:**Elementary Secondary Education; Higher Education; Secondary Education

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A