Conceptual and Procedural Knowledge

The Case of Mathematics

Buch | Softcover

326 Seiten

1986
Lawrence Erlbaum Associates Inc (Verlag)
978-0-89859-556-7 (ISBN)

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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.

Edited by James Hiebert

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.

Erscheint lt. Verlag	12.11.1986
Verlagsort	Mahwah
Sprache	englisch
Maße	156 x 234 mm
Gewicht	600 g
Themenwelt	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
Themenwelt	Mathematik / Informatik ► Mathematik
ISBN-10	0-89859-556-8 / 0898595568
ISBN-13	978-0-89859-556-7 / 9780898595567
Zustand	Neuware