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Cory, Beth; Garofalo, Joe – NCSSSMST Journal, 2010

After students have constructed a conceptual understanding of a mathematical idea, applying mathematical symbolism to represent and define the idea concisely becomes an easier task. In fact, Moore (1994) found that students "often needed to develop their concept images through examples, diagrams, graphs, and other means before they could…

Descriptors: Mathematics, Calculus, Mathematics Education, Mathematics Instruction

Garofalo, Joe; Cory, Beth – NCSSSMST Journal, 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…

Descriptors: Mathematics Education, Symbols (Mathematics), Mathematical Applications, Mathematics Instruction