Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics.

Autor/inn/en	Rittle-Johnson, Bethany; Schneider, Michael; Star, Jon R.
Titel	Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Gefälligkeitsübersetzung: Keine Einbahnstraße: Bidirektionale Beziehungen zwischen prozeduralem und konzeptuellem Mathematikwissen.
Quelle	In: Educational psychology review, 27 (2015) 4, S. 587-597Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1040-726X; 1573-336X
DOI	10.1007/s10648-015-9302-x
Schlagwörter	Lernen; Prozedurales Wissen; Mathematik; Mathematikunterricht
Abstract	Discusses the relationship between conceptual and procedural knowledge. Although there is broad consensus that conceptual knowledge supports procedural knowledge, there is controversy over whether procedural knowledge supports conceptual knowledge and how instruction on the two types of knowledge should be sequenced. A review of the empirical evidence for mathematics learning indicates that procedural knowledge supports conceptual knowledge, as well as vice versa, and that the relations between the two types of knowledge are bidirectional. However, alternative orderings of instruction on concepts and procedures have rarely been compared, with limited empirical support for one ordering of instruction over another. The authors consider possible reasons why mathematics education researchers often believe that a conceptual-to-procedural ordering of instruction is optimal and why so little research has evaluated this claim. It is pointed out that future empirical research on the effectiveness of different ways to sequence instruction on concepts and procedures is needed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3