The Developmental Relations between Conceptual and Procedural Knowledge: A Multimethod Approach

Autor/inn/en	Schneider, Michael; Stern, Elsbeth
Titel	The Developmental Relations between Conceptual and Procedural Knowledge: A Multimethod Approach
Quelle	In: Developmental Psychology, 46 (2010) 1, S.178-192 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0016701
Schlagwörter	Grade 5; Grade 6; Arithmetic; Mathematics; Research; Experiments; Observation; Hypothesis Testing; Data Collection; Concept Formation; Concept Mapping; Relationship; Mathematics Achievement; Research Methodology; Validity; Theory Practice Relationship + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematik; Forschung; Erprobung; Beobachtung; Hypothesenprüfung; Hypothesentest; Data capture; Datensammlung; Concept learning; Begriffsbildung; Concept Map; Wechselbeziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Research method; Forschungsmethode; Gültigkeit; Theorie-Praxis-Beziehung
Abstract	Interactions between conceptual and procedural knowledge influence the development of mathematical competencies. However, after decades of research, these interrelations are still under debate, and empirical results are inconclusive. The authors point out a source of these problems. Different kinds of knowledge and competencies only show up intertwined in behavior, making it hard to measure them validly and independently of each other. A multimethod approach was used to investigate the extent of these problems. A total of 289 fifth and sixth graders' conceptual and procedural knowledge about decimal fractions was measured by 4 common hypothetical measures of each kind of knowledge. Study 1 tested whether treatments affected the 2 groups of measures in consistent ways. Study 2 assessed, across 3 measurement points, whether conceptual and procedural knowledge could be modeled as latent factors underlying the measures. The results reveal substantial problems with the validities of the measures, which might have been present but gone undetected in previous studies. A solution to these problems is essential for theoretical and practical progress in the field. The potential of the multimethod approach for this enterprise is discussed. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10