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6 - Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction

from Part II - Science and Math

Published online by Cambridge University Press:  08 February 2019

By
Bethany Rittle-Johnson
Edited by
John Dunlosky  and
Katherine A. Rawson
John Dunlosky
Affiliation:
Kent State University, Ohio
Katherine A. Rawson
Affiliation:
Kent State University, Ohio
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Summary

Proficiency in mathematics requires multiple types of knowledge, and conceptual and procedural knowledge are the most fundamental types. This chapter provides a review of research on these two types of knowledge, including methods for assessing them, evidence for the developmental relations between them, and evidence for how the two types of knowledge should be taught. The chapter concludes with a discussion of the promise of research in this area for improving education.
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The Cambridge Handbook of Cognition and Education , pp. 124 - 147
Publisher: Cambridge University Press
Print publication year: 2019

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