An alternative reconceptualization of procedural and conceptual knowledge

Arthur J. Baroody; Yingying Feil; Amanda R. Johnson

doi:10.2307/30034952

An alternative reconceptualization of procedural and conceptual knowledge

Arthur J. Baroody, Yingying Feil, Amanda R. Johnson

Curriculum and Instruction

Research output: Contribution to journal › Review article › peer-review

Abstract

After evaluating a proposal by Jon Star (2005) that mathematics educators reconceptualize the construct of procedural knowledge, we offer an alternative reconceptualization based on an extension and amalgamation of his and other conceptualizations of procedural knowledge and conceptual knowledge. We then propose some implications for research suggested by our critique and our alternative perspective.

Original language	English (US)
Pages (from-to)	115-131
Number of pages	17
Journal	Journal for Research in Mathematics Education
Volume	38
Issue number	2
DOIs	https://doi.org/10.2307/30034952
State	Published - Mar 2007

Keywords

Adaptive expertise
Big ideas
Conceptual knowledge
Flexibility
Procedural knowledge

ASJC Scopus subject areas

Mathematics (miscellaneous)
Education

Online availability

10.2307/30034952

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An alternative reconceptualization of procedural and conceptual knowledge

Abstract

Keywords

ASJC Scopus subject areas

Online availability

Library availability

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