Show simple item record

dc.contributor.authorStar, Jon R
dc.contributor.authorStylianides, Gabriel J.
dc.date.accessioned2013-06-18T14:52:51Z
dc.date.issued2013
dc.identifier.citationStar, 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.en_US
dc.identifier.issn1492-6156en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:10752457
dc.description.abstractFollowing 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.en_US
dc.language.isoen_USen_US
dc.relation.isversionofdoi:10.1080/14926156.2013.784828en_US
dash.licenseOAP
dc.titleProcedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Qualityen_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalCanadian Journal of Science, Mathematics, and Technology Educationen_US
dash.depositing.authorStar, Jon R
dc.date.available2013-06-18T14:52:51Z
dc.identifier.doi10.1080/14926156.2013.784828*
dash.contributor.affiliatedStar, Jon


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record