The development of arithmetic concepts and skills: Constructing adaptive expertise

By A. Baroody, A. Dowker. 2003

516 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5442beafe838ddcdafc7107b621c3a92af0c4b8b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Mathematics

1. Jon Star
2. Lieven Verschaffel
3. Bethany Rittle-Johnson
4. Joke Torbeyns
5. Martha W. Alibali
6. Pol Ghesquière
7. Camilla Gilmore
8. A. Baroody

In Education

1. Bethany Rittle-Johnson
2. Robert S. Siegler
3. Jon Star
4. Martha W. Alibali
5. Kristie J. Newton
6. Pooja Gupta Sidney
7. Lieven Verschaffel
8. Clarissa A. Thompson

In Statistics and Probability

1. Bethany Rittle-Johnson
2. Jon Star
3. Robert S. Siegler
4. Martha W. Alibali
5. Kristie J. Newton
6. Lieven Verschaffel
7. Pooja Gupta Sidney
8. Clarissa A. Thompson

Citations in the corpus

• Comments on the Use of Learning Trajectories in Curriculum Development and Research (2004, background): “A key reason for this is that big ideas provide a relatively strong and general basis for adaptive expertise—meaningful learning that can be applied to moderately novel tasks as well as familiar tasks (Hatano, 1988, 2003).”
• Flexible and adaptive use of strategies and representations in mathematics education (2009, background): “Apart from the routine approach of teaching one main strategy, other innovative forms of instruction that aim at ‘‘adaptive expertise’’ rather than at ‘‘routine expertise’’ are hardly investigated (Baroody & Dowker, 2003; Hatano & Oura, 2003; Verschaffel et al., 2009).”
• An Alternative Reconceptualization of Procedural and Conceptual Knowledge. (2007, background): “For example, the terms flexibility, strategy choice, multiple strategies, adaptive expertise, and transfer appear on pages 52, 19, 36, 60, and 17, respectively, of Baroody and Dowker (2003).”
• Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning (2015, background): “Many accounts of mathematical knowledge distinguish between conceptual and procedural knowledge (e.g., Baroody & Dowker, 2003; Hiebert & Lefevre, 1986; Rittle-Johnson & Siegler, 1998).”
• Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. (2007, background): “We expected that comparison students’ greater improvements in procedural knowledge would be accompanied by greater improvements in conceptual knowledge (Baroody & Dowker, 2003; RittleJohnson et al., 2001).”
• Understanding the Development of Flexibility in Struggling Algebra Students (2010, background): “Its roots can be found in the seminal work of Krutetskii (1976) and Wertheimer (1959), and for years it has been considered an important element of adaptive expertise (Baroody & Dowker, 2003; Hatano & Inagaki, 1986).”