Defining and measuring conceptual knowledge in mathematics

203 citations recorded by the source corpus.

How researchers see this paper

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

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, methodology): “Conceptual knowledge has been measured using a large variety of tasks, ranging from evaluating the correctness of an example or procedure to providing definitions and explanations of concepts (see Crooks and Alibali 2014; Rittle-Johnson and Schneider 2015).”
Measuring Conceptual Understanding Using Comparative Judgement (2016, unknown): “ However, measuring knowledge of a given concept with acceptable validity and reliability is a major challenge for mathematics education researchers (e.g., Code, Piccolo, Kohler & MacLean, 2014; Crooks & Alibali, 2014).”
How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, background): “In the mathematics cognition literature, understanding connections is one of the most commonly proffered definitions of conceptual knowledge (Crooks & Alibali, 2013a, 2013b).”