| dc.creator |
Caroline Long |
|
| dc.date |
2011-10-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:16:58Z |
|
| dc.date.available |
2015-07-20T22:16:58Z |
|
| dc.identifier |
10.4102/pythagoras.v33i2.115 |
|
| dc.identifier |
1012-2346 |
|
| dc.identifier |
2223-7895 |
|
| dc.identifier |
https://doaj.org/article/c485c48ee83044e4a1260368ed59876b |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/18778 |
|
| dc.description |
In teaching a general course on mathematics for prospective teachers, I have found the theoretical distinction between conceptual knowledge and procedural knowledge (Hiebert & Lefevre, 1986) a useful focus for teaching practice. The constructs provide a scaffold for the learning of mathematics by the students and for thinking about the teaching of mathematics in the school environment. These theoretical insights uncover in part the processes for acquiring knowledge and provide a tool for addressing problematic areas of learning. |
|
| dc.language |
English |
|
| dc.publisher |
AOSIS OpenJournals |
|
| dc.relation |
http://www.pythagoras.org.za/index.php/pythagoras/article/view/115 |
|
| dc.relation |
https://doaj.org/toc/1012-2346 |
|
| dc.relation |
https://doaj.org/toc/2223-7895 |
|
| dc.rights |
CC BY |
|
| dc.source |
Pythagoras, Vol 33, Iss 2, Pp 59-65 (2011) |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Maths concepts in teaching: Procedural and conceptual knowledge |
|
| dc.type |
article |
|