Star (2005)
Revision as of 17:26, 27 March 2016 by imported>Raymond Johnson (formatting)
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} }