Reconceptualizing procedural knowledge.

By Jon Star. 2005

505 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a442f84d2e1b73fa57d936bd20ba8ee662a75b70

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Citations in the corpus

Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving (2009, background): “Johnson and Star (2007), we hypothesized that comparing solution”
Defining and measuring conceptual knowledge in mathematics (2014, background): “…a wide array of constructs, making it difficult to understand the major findings in the field, the ways in which conceptual knowledge relates to procedural knowledge, and the most effective ways to utilize current research to guide instructional practices (e.g., Baroody et al., 2007; Star, 2005).”
The Answer Is Only the Beginning: Extended Discourse in Chinese and U.S. Mathematics Classrooms (2007, methodology): “Finally, we also examined how students’ reasoning statements could be used to construct links between procedural and more truly conceptual knowledge (e.g., Hiebert & Lefevre, 1986; Star, 2005).”
Learning mathematics through algorithmic and creative reasoning (2014, background): “However, Star (2005) argued that conceptual knowledge oes not necessarily need to have a rich informational relationship.”
Principles for designing mathematical tasks that enhance imitative and creative reasoning (2017, background): “2001) but underresearched in mathematics education (Star 2005).”
Professional development through lesson study: teaching the derivative using GeoGebra (2015, background): “Alfred, Bobby and Carlo successively studied papers about procedural and conceptual knowledge in the year 2010/ 11: Simpson and Zakaria (2006), Star (2005) and Engelbrecht et al. (2009).”
Rethinking the role of algorithms in school mathematics: a conceptual model with focus on cognitive development (2014, background): “Another approach contends that some procedures are algorithms, meaning that if one executes the procedure’s steps in a predetermined order and without error, one is guaranteed to reach the problem’s solution (Anderson 1982; Star 2005).”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, methodology): “Their deliberate use of the word relationship and the use of this word by other researchers (e.g. Hiebert, 1986; Star, 2005),”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “…long traditions in the study of knowledge from a variety of disciplines (see Murphy et al., 2012) and a number of attempts to typify or organize all knowledge (e.g., de Jong & Ferguson-Hessler, 1996) as well as to reconceptualize specific types of knowledge (e.g., Baroody et al., 2007; Star, 2005).”
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).”
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;…”