Maths concepts in teaching: Procedural and conceptual knowledge
Pythagoras
| Field | Value | |
| Title | Maths concepts in teaching: Procedural and conceptual knowledge | |
| Creator | Long, Caroline | |
| 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 | |
| Identifier | 10.4102/pythagoras.v0i62.115 | |
| Source | Pythagoras; Issue 62 (2005); 59-65 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/115/118
|
|
ADVERTISEMENT
