Theoretical and methodological issues in the study of conceptual and procedural knowledge: Reflections on a series of studies on Greek secondary students’ knowledge of fractions
Abstract
In this article we present an overview of four studies investigating Greek secondary students’ conceptual and procedural knowledge of fractions. We discuss the problem of defining conceptual and procedural knowledge, and the implications of adopting one particular definition over others. We draw on the studies and their results to discuss the problem of measuring conceptual and procedural knowledge; the issue of inter-individual differences in conceptual and procedural fraction knowledge; and related educational implications.
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PDFDOI: https://doi.org/10.26220/une.3114
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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education - University of Patras
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