Conceptual and Procedural Knowledge
The Case of Mathematics
1st Edition
Published on 21. August 2013
326 pages
978-1-136-55976-1 (ISBN)
Description
First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.
Reviews / Votes
"...the overall strength of the book and its focus make it valuable reading. And rereading...Readers will not be able to read the book without thinking about their own teaching. That in itself is enough of a reason to recommend it."-Journal of Research in Mathematics Education
"...if you are interested in understanding mathematics learning, Conceptual and Procedural Knowledge: The Case of Mathematics belongs on your bookshelf."
-Contemporary Psychology
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
File size
22,36 MB
ISBN-13
978-1-136-55976-1 (9781136559761)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
09/2016
1st Edition
Routledge
€252.60
Shipment within 10-20 days
Book
10/1986
1st Edition
Lawrence Erlbaum Associates Inc
€123.40
Shipment within 3-4 weeks
Person
Edited by James Hiebert
Content
Contents: Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis. The Notion of Principle: The Case of Counting. Children's Mastery of Written Numerals and the Construction of Basic Number Concepts. The Relationship Between Initial Meaningful and Mechanical Knowledge of Arithmetic. Conceptual Knowledge as a Foundation for Procedural Knowledge: Implications from Research on the Initial Learning or Arithmetic. Arithmetic Procedures are Induced from Examples. Using Conceptual and Procedural Knowledge: A Focus on Relationships. Procedures Over Concepts: The Acquisition of Decimal Number Knowledge. On Having and Using Geometric Knowledge. Conceptual and Procedural Knowledge in Mathematics: A Summary Analysis.
