Linking procedural and conceptual mathematical knowledge through CAL

Despite its high educational relevance, relatively few CAL studies have examined whether their computer‐based treatments search for and/or utilise any potential link between procedural and conceptual mathematical knowledge. This paper summarises some of the findings of studies of this kind, explains...

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Veröffentlicht in:	Journal of computer assisted learning 2001-06, Vol.17 (2), p.156-165
Hauptverfasser:	Kadijevich, DJ, Haapasalo, L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Biological and medical sciences Computer Assisted Instruction Computer assisted learning Conceptual Approach Conceptual knowledge Constructivism Constructivism (Learning) Educational Needs Educational psychology Fractions Fundamental and applied biological sciences. Psychology Knowledge Linkers Literature Reviews Mathematics Education Mathematics Instruction Procedural Knowledge Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Teaching Methods
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Beschreibung
Zusammenfassung:	Despite its high educational relevance, relatively few CAL studies have examined whether their computer‐based treatments search for and/or utilise any potential link between procedural and conceptual mathematical knowledge. This paper summarises some of the findings of studies of this kind, explains how these knowledge types may be linked and proposes two constructivist CAL environments which enable a desired link.
ISSN:	0266-4909 1365-2729
DOI:	10.1046/j.0266-4909.2001.00168.x