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ERIC Number: EJ855046
Record Type: Journal
Publication Date: 2007
Pages: 3
Abstractor: ERIC
Reference Count: 11
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.)
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:; Web site:
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