Star (2005)

Reconceptualizing Procedural Knowledge

The article Reconceptualizing Procedural Knowledge was written by Jon Star and published in the Journal for Research in Mathematics Education in 2005. The article is available from JSTOR at http://www.jstor.org/stable/30034943.

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

Also

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}
}