Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality

DSpace/Manakin Repository

Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality

Citable link to this page

 

 
Title: Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality
Author: Star, Jon R; Stylianides, Gabriel J.

Note: Order does not necessarily reflect citation order of authors.

Citation: Star, Jon R., and Gabriel J. Stylianides. 2013. Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality. Canadian Journal of Science, Mathematics, and Technology Education 13, no. 2:169-181.
Full Text & Related Files:
Abstract: Following Star (2005, 2007) we continue to problematize the entangling of type and quality in the use of conceptual knowledge and procedural knowledge. Although those whose work is guided by types of knowledge and those whose work is guided by qualities of knowledge seem to be referring to the same phenomena, actually they are not. This lack of mutual understanding of both the nature of the questions being asked and the results being generated causes difficulties for the continued exploration of questions of interest in mathematics teaching and learning, such as issues of teachers’ knowledge.
Published Version: doi:10.1080/14926156.2013.784828
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:10752457
Downloads of this work:

Show full Dublin Core record

This item appears in the following Collection(s)

 
 

Search DASH


Advanced Search
 
 

Submitters