Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge

By S. Miller, P. Hudson. 2007

168 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5aa16bc9e395fda00e8c94aec3d48702a356b5d7

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis (2018, background): “…several reasons, such as increasingly difficult mathematics content as the mathematical ideas become more abstract (Witzel, 2016) or limited access to higher-level mathematics instruction given the focus on lowerlevel skills, including fact recall and mastery of procedures (Miller & Hudson, 2007).”
Review of Mathematics Interventions for Secondary Students With Learning Disabilities (2017, background): “…the interventions used with these students typically target lowerlevel skills such as fact recall or competency with equation procedures (see Miller & Hudson, 2007), instead of teaching processes for problem solving and showing students how to apply them to the mathematics curriculum…”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, background): “Conceptual knowledge is developing a deeper understanding of the mathematical concepts by linking new phenomenon to previously existing phenomenon and understanding the relationships and patterns among these different pieces of information (Miller & Hudson, 2007).”
The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, background): “In mathematics, Tier 2 intervention consists of small-group, explicit and systematic instructional procedures incorporating concrete-representation-abstract sequences (Miller & Hudson, 2007) with a fixed duration of instruction.”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, methodology): “The compare-and-contrast structure was used to help students identify the similarities and differences between partitioning different representations into fractional quantities (i.e., music notes versus the number line and fraction tiles; Miller & Hudson, 2007).”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “Procedural knowledge is characterised by some researchers (Canobi, 2009; Miller & Hudson, 2007; Rittle-Johnson & Schneider, 2015) as the capacity to follow steps in sequence to solve mathematical problems or reach a mathematical goal.”
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, background): “Procedural knowledge equips a learner with an algorithm or steps to solve a mathematical problem (Miller & Hudson, 2007).”