Literaturnachweis - Detailanzeige
Autor/inn/en | Rittle-Johnson, Bethany; Siegler, Robert S.; Alibali, Martha Wagner |
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Titel | Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process. |
Quelle | In: Journal of Educational Psychology, 93 (2001) 2, S.346-62Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | Concept Mapping; Elementary School Mathematics; Grade 5; Grade 6; Learning Processes; Learning Strategies; Mathematical Concepts; Mathematics Instruction; Skill Development Concept Map; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Kompetenzentwicklung; Qualifikationsentwicklung |
Abstract | Proposes that conceptual and procedural knowledge develop in an iterative fashion and improved problem representation is one mechanism underlying the relations between them. Two experiments were conducted with 5th and 6th grade students learning about decimal fractions. Results indicate conceptual and procedural knowledge do develop, iteratively, with improved problem representation as part of the process. (BF) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |