Linking procedural and conceptual mathematical knowledge through CAL

被引：15

作者：

Kadijevich, D

Haapasalo, L

机构：

[1] Serbian Acad Arts & Sci, Math Inst, YU-11001 Belgrade, Yugoslavia

[2] Univ Joensuu, FIN-80101 Joensuu, Finland

来源：

JOURNAL OF COMPUTER ASSISTED LEARNING | 2001年 / 17卷 / 02期

关键词：

computer assisted learning; conceptual knowledge; constructivism; mathematics education; procedural knowledge;

D O I：

10.1046/j.0266-4909.2001.00168.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Despite its high educational relevance, relatively few CAL studies have examined whether their computer-based treatments search for and/or utilise any potential link between procedural and conceptual mathematical knowledge. This paper summarises some of the findings of studies of this kind, explains how these knowledge types may be linked and proposes two constructivist CAL environments which enable a desired link.

引用

页码：156 / 165

页数：10

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