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ERIC Number: EJ1440650
Record Type: Journal
Publication Date: 2024-Mar
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1492-6156
EISSN: EISSN-1942-4051
Analyzing Teacher-Designed Tasks through the Lens of Procedural and Conceptual Knowledge
Mourat Tchoshanov; Angelica Monarrez
Canadian Journal of Science, Mathematics and Technology Education, v24 n1 p23-38 2024
Literature suggests that "current characterizations of the terms procedural knowledge and conceptual knowledge are limiting and are, in fact, impediments to careful investigation of these constructs" (Star, 2005, p. 405). We examined secondary mathematics teachers' understanding of procedural and conceptual knowledge at superficial and deep levels through the design of mathematical tasks. For this purpose, N=55 secondary mathematics teachers were asked to design a procedural and a conceptual task on a given topic and explain why they think the task they designed is a procedural and/or conceptual task. The study results showed that 78% of teachers were able to design and correctly explain procedural tasks. However, only 5.5% of teachers were able to design conceptual tasks correctly. Teachers' narratives were examined to categorize emerging characteristics of procedural and conceptual tasks as well as to address teachers' (mis)conceptions about procedural and conceptual knowledge.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A