Reconceptualizing procedural knowledge

被引：235

作者：

Star, JR ^{[1
]}

机构：

[1] Michigan State Univ, Coll Educ, E Lansing, MI 48824 USA

来源：

JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION | 2005年 / 36卷 / 05期

关键词：

algorithm; conceptual knowledge; flexibility; heuristic; procedural knowledge;

D O I：

10.2307/30034943

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：404 / 411

页数：8

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