Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

Author:

Rittle-Johnson Bethany,Schneider Michael,Star Jon R.

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology

Reference58 articles.

1. Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C. K., … Weber, K. (2014). Challenges in mathematical cognition: A collaboratively-derived research agenda. Manuscript under review.

2. Ball, D. L., Ferrini-Mundy, J., Kilpatrick, J., Milgram, R. J., Schmid, W., & Schaar, R. (2005). Reaching for common group in K-12 mathematics education. Notices of the AMS, 52, 1055–1058.

3. Baroody, A. J. (1992). The development of preschoolers’ counting skills and principles. In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Pathway to Numbers: Children’s developing numerical abilities (pp. 99–126). Hillsdale: Erlbaum.

4. Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The Development of Arithmetic Concepts and Skills: Constructing Adaptive Expertise (pp. 1–34). Mahwah: Erlbaum.

5. Baroody, A. J., & Ginsburg, H. (1986). The relationship between initial meaningful and mechanical knowledge of arithmetic. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics. Hillsdale: Lawrence Erlbaum Associates, Inc.

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