Star (2005)

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Reconceptualizing Procedural Knowledge


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


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