Record Details

Maths concepts in teaching: Procedural and conceptual knowledge


Field Value
Title Maths concepts in teaching: Procedural and conceptual knowledge
Creator Long, Caroline
Subject Mathematics Education; Mathematics; Education —
Description In teaching a general course on mathematics for prospective teachers, I have found the theoretical distinction between conceptual knowledge and procedural knowledge (Hiebert Lefevre, 1986) a useful focus for teaching practice. The constructs provide a scaffold for the learning of mathematics by the students and for thinking about the teaching of mathematics in the school environment. These theoretical insights uncover in part the processes for acquiring knowledge and provide a tool for addressing problematic areas of learning.
Publisher AOSIS Publishing
Date 2005-10-20
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format application/pdf
Identifier 10.4102/pythagoras.v0i62.115
Source Pythagoras; Issue 62 (2005); 59-65 2223-7895 1012-2346
Language eng
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Coverage — — —
Rights Copyright (c) 2005 Caroline Long