An Alternative Reconceptualization of Procedural and Conceptual Knowledge.

By A. Baroody, Yingying Feil, Amanda R. Johnson. 2007

306 citations recorded by the source corpus.

Subfields: Computational Theory and Mathematics, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0b34b35fb1815dda1e5eccee212cfaf933f79685

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In Statistics and Probability

Citations in the corpus

Defining and measuring conceptual knowledge in mathematics (2014, background): “Of course, it may be difficult to distinguish conceptual from procedural knowledge at some points in development, because the two forms of knowledge are deeply intertwined (see, e.g., Baroody et al., 2007).”
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, background): “However, there is now some consensus that this definition was not appropriate, with agreement that they should be defined based on the type of knowledge (Baroody et al. 2007; Star 2005).”
Developing Conceptual and Procedural Knowledge of Mathematics (2015, background): “Baroody and colleagues (Baroody et al., 2007) acknowledged that: ‘some mathematics educators, including the first author of this commentary, have indeed been guilty of oversimplifying their claims and loosely or inadvertently equating “knowledge memorized by rote … with computational skill or…”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “As Star’s (2005) matrix did not attempt to illustrate the connection between these two types of knowledge, Baroody, Feil, and Johnson (2007) proposed a reconceptualisation to represent the different types and qualities of conceptual and procedural knowledge which recognised the connections.”
Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges (2016, unknown): “This pattern of “curricular distance” seems contrary to the position that clear linkages between procedural and conceptual knowledge are important in teaching and learning mathematics (Baroody et al., 2007; National Research Council, 2001).”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “…long traditions in the study of knowledge from a variety of disciplines (see Murphy et al., 2012) and a number of attempts to typify or organize all knowledge (e.g., de Jong & Ferguson-Hessler, 1996) as well as to reconceptualize specific types of knowledge (e.g., Baroody et al., 2007; Star, 2005).”