Star (2005)

Reconceptualizing Procedural Knowledge

• Author: Jon Star
• Journal: Journal for Research in Mathematics Education
• Year: 2005
• Source: http://www.jstor.org/stable/30034943 and http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2005/Vol36/Issue5/Research-Commentary_-Reconceptualizing-Procedural-Knowledge/

Abstract

In this article, I argue for a renewed focus in mathematics education research on procedural knowledge. I make three main points: (1) The development of students' procedural knowledge has not received a great deal of attention in recent research; (2) one possible explanation for this deficiency is that current characterizations of conceptual and procedural knowledge reflect limiting assumptions about how procedures are known; and (3) reconceptualizing procedural knowledge to remedy these assumptions would have important implications for both research and practice.

Outline of Headings

• Lack of Recent Research on the Development of Procedural Knowledge
• Current Characterizations of Conceptual and Procedural Knowledge
• The Implications of Reconceptualizing Procedural Knowledge

Corrolary

APA

Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404–411.

BibTeX

@article{Star2005,
author = {Star, Jon R.},
journal = {Journal for Research in Mathematics Education},
keywords = {algorithm,conceptual knowledge,flexibility,heuristic,procedural knowledge},
number = {5},
pages = {404--411},
title = {{Reconceptualizing procedural knowledge}},
url = {http://www.jstor.org/stable/30034943},
volume = {36},
year = {2005}
}