Developing Mathematics Knowledge

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Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, methodology): “Future iterations of our experimental intervention should use measures that align fraction arithmetic problems more closely to the content that is taught as well as address the conceptual underpinnings of procedures taught in the classroom to help students avoid misapplication (Rittle-Johnson, 2017)”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, methodology): “Although this debate still receives contemporary attention (Alcock et al., 2014; Rittle-Johnson, 2017; Rittle-Johnson & Koedinger, 2009; Schneider, Rittle-Johnson & Star, 2011) it is one that has some history (e.g. Resnick & Ford, 1981; Sowder, 1998).”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “In particular, procedural flexibility, the ability to adaptively apply procedures across problem types and to apply multiple procedures to converge on a single solution (Rittle-Johnson 2017), is particularly central to mathematical”