Developing Conceptual and Procedural Knowledge of Mathematics

By Bethany Rittle-Johnson, Michael Schneider. 2015

368 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/93c421faa3783c69bc48948ddd4236fffb63e35c

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Citations in the corpus

The role of cognitive inhibition in different components of arithmetic (2015, background): “Not only can different domains be identified, for example arithmetic, 1 3 algebra, or geometry, but researchers have also identified specific components that cut across these domains (see review by Rittle-Johnson and Schneider, 2014).”
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, methodology): “…conceptual or procedural knowledge developed first rested on categorical measures to justify that children had or did not have a particular type of knowledge, and making categorical claims became untenable (see Rittle-Johnson and Schneider (2015) and Rittle-Johnson and Siegler (1998) for reviews).”
Measuring Conceptual Understanding Using Comparative Judgement (2016, positive): “ Rittle-‐Johnson & Schneider (2014) argued that a less constrained definition of conceptual understanding as knowledge of concepts better reflects the contemporary research literature.”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, methodology): “Conceptual knowledge (notably characterised by Skemp, 1978, as Relational Knowledge) may be visualised as a connecting web of relationships (Miller & Hudson, 2007; Rittle-Johnson & Schneider, 2015).”
Exploring mathematical connections of pre-university students through tasks involving rates of change (2018, background): “The procedural and conceptual knowledge play an important role in the mathematical connections, they are both positive correlated [64].”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “Conceptual knowledge refers to a deep understanding of the taught concept and its components (Rittle-Johnson and Schneider 2014).”
Why Is Learning Fraction and Decimal Arithmetic so Difficult (2015, background): “…fraction understanding and algebra (Booth & Newton, 2012; Booth, Newton, & Twiss-Garrity, 2014), and effects of interventions aiming at improving knowledge of fractions (Fuchs et al., 2013, 2014) and decimals (Durkin & Rittle-Johnson, 2012; Isotani et al., 2011; Rittle-Johnson & Schneider, 2014).”