Research Commentary: A Rejoinder Foregrounding Procedural Knowledge.

By Jon Star. 2007

61 citations recorded by the source corpus.

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Citations in the corpus

Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. (2007, background): “Procedural flexibility incorporates knowledge of multiple ways to solve problems and when to use them (Kilpatrick et al., 2001; Star, 2005, 2007) and is an important component of mathematical competence (Beishuizen, van Putten, & van Mulken, 1997; Blöte, Van der Burg, & Klein, 2001; Dowker, 1992;…”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “Expert problem solvers also have deep and robust knowledge of problem solving procedures for a given class of problems (Hatano, 2003; Star, 2005, 2007).”
Understanding the Development of Flexibility in Struggling Algebra Students (2010, methodology): “The current study builds on prior work by using techniques that have shown to be effective in promoting and assessing flexibility (Rittle-Johnson & Star, 2007; Star & Rittle-Johnson, 2008).”
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, background): “This makes it impossible to talk about knowledge of procedures that is richly connected (Star 2005, 2007; Star and Stylianides 2013).”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, background): “…mathematical structure of problems and represent the problem using schematic diagrams, expert problem solvers have deep and robust knowledge of problem-solving procedures, including when, how, and why to use a broad range of methods for a given class of problems (Hatano, 2003; Star, 2005, 2007).”