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Journal article

Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions

Abstract:

Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn conceptual knowledge before procedural knowledge, some suggests that they learn procedural knowledge before conceptual knowledge, and other research suggests that they learn conceptual knowledge and procedural knowledge in tandem. We propose that these contradictory findings may be explained by consi...

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Publication status:
Published

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Publisher copy:
10.1037/a0017486

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
Journal:
JOURNAL OF EDUCATIONAL PSYCHOLOGY More from this journal
Volume:
102
Issue:
2
Pages:
395-406
Publication date:
2010-05-01
DOI:
EISSN:
1939-2176
ISSN:
0022-0663
Language:
English
Keywords:
Pubs id:
pubs:103397
UUID:
uuid:218a619f-cd6e-42ab-b569-6b672d33e5e9
Local pid:
pubs:103397
Source identifiers:
103397
Deposit date:
2012-12-19

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