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Frontiers in Psychology
Volumn 4, Issue NOV, 2013, Pages
The conceptual/procedural distinction belongs to strategies, not tasks: A comment on gabriel et al. (2013)
Author keywords

Conceptual knowledge; Fractions; Mathematics education; Procedural knowledge; Strategies
Indexed keywords

EID: 84889640444     PISSN: None     EISSN: 16641078     Source Type: Journal    
DOI: 10.3389/fpsyg.2013.00820     Document Type: Note
Times cited : (9)
References (7)
  • 1
    • 84255174058 scopus 로고    scopus 로고
    • Building on students' intuitive strategies to make sense of cross multiplication
    • Boston, M. D., Smith, M. S., and Hillen, A. F. (2003). Building on students' intuitive strategies to make sense of cross multiplication. Math. Teach. Mid. School 9, 150-155.
    • (2003) Math. Teach. Mid. School , vol.9 , pp. 150-155
    • Boston, M.D.1    Smith, M.S.2    Hillen, A.F.3
  • 2
    • 84255209624 scopus 로고    scopus 로고
    • Mental representations in fraction comparison: holistic versus component-based strategies
    • doi: 10.1027/1618-3169/a000116
    • Faulkenberry, T. J., and Pierce, B. H. (2011). Mental representations in fraction comparison: holistic versus component-based strategies. Exp. Psychol. 58, 480-489. doi: 10.1027/1618-3169/a000116
    • (2011) Exp. Psychol. , vol.58 , pp. 480-489
    • Faulkenberry, T.J.1    Pierce, B.H.2
  • 3
    • 84885407996 scopus 로고    scopus 로고
    • A componential view of children's difficulties in learning fractions
    • doi: 10.3389/fpsyg.2013.00715
    • Gabriel, F., Coché, F., Szucs, D., Carette, V., Rey, B., and Content, A. (2013). A componential view of children's difficulties in learning fractions. Front. Psychol. 4:715. doi: 10.3389/fpsyg.2013.00715
    • (2013) Front. Psychol. , vol.4 , pp. 715
    • Gabriel, F.1    Coché, F.2    Szucs, D.3    Carette, V.4    Rey, B.5    Content, A.6
  • 4
    • 77955045797 scopus 로고    scopus 로고
    • Individual differences in conceptual and procedural knowledge when learning fractions
    • doi: 10.1037/a0017486
    • Hallett, D., Nunes, T., and Bryant, P. (2010). Individual differences in conceptual and procedural knowledge when learning fractions. J. Educ. Psychol. 102, 395-406. doi: 10.1037/a0017486
    • (2010) J. Educ. Psychol. , vol.102 , pp. 395-406
    • Hallett, D.1    Nunes, T.2    Bryant, P.3
  • 5
    • 84859636342 scopus 로고    scopus 로고
    • Patterns of strengths and weaknesses in children's knowledge about fractions
    • doi: 10.1016/j.jecp.2011.08.012
    • Hecht, S. A., and Vagi, K. J. (2012). Patterns of strengths and weaknesses in children's knowledge about fractions. J. Exp. Child Psychol. 111, 212-229. doi: 10.1016/j.jecp.2011.08.012
    • (2012) J. Exp. Child Psychol. , vol.111 , pp. 212-229
    • Hecht, S.A.1    Vagi, K.J.2
  • 7
    • 0033084379 scopus 로고    scopus 로고
    • Conceptual and procedural knowledge of mathematics: does one lead to the other?
    • doi: 10.1037/0022-0663.91.1.175
    • Rittle-Johnson, B., and Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: does one lead to the other?. J. Educ. Psychol. 91, 175-189. doi: 10.1037/0022-0663.91.1.175
    • (1999) J. Educ. Psychol. , vol.91 , pp. 175-189
    • Rittle-Johnson, B.1    Alibali, M.W.2

* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.