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The Predominance of Procedural Knowledge in Fractions

Conference Paper


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Abstract


  • Teachers play a crucial role in the mathematical learning outcomes of their students. The quality of teachers’ mathematical knowledge has been of interest to key stakeholders and several lines of inquiry have been running in an effort to better understand the kinds of knowledge that mathematics teachers need to acquire and use to drive their lessons. Despite a decade of research in this area, the interconnections amongst the various strands of knowledge required by mathematics teachers is still unclear. In this report we attempt to investigate this issue by focusing on procedural and conceptual knowledge utilised in the assessment responses of a cohort of prospective teachers.

Publication Date


  • 2010

Citation


  • Forrester, P. A. & Chinnappan, M. (2010). The Predominance of Procedural Knowledge in Fractions. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Conference of the Mathematics Education Research Group of Australasia (pp. 185-192). Fremantle, WA: MERGA Inc.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2085&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/770

Start Page


  • 185

End Page


  • 192

Place Of Publication


  • http://www.merga.net.au/documents/MERGA33_Forrester&Chinnappan.pdf

Abstract


  • Teachers play a crucial role in the mathematical learning outcomes of their students. The quality of teachers’ mathematical knowledge has been of interest to key stakeholders and several lines of inquiry have been running in an effort to better understand the kinds of knowledge that mathematics teachers need to acquire and use to drive their lessons. Despite a decade of research in this area, the interconnections amongst the various strands of knowledge required by mathematics teachers is still unclear. In this report we attempt to investigate this issue by focusing on procedural and conceptual knowledge utilised in the assessment responses of a cohort of prospective teachers.

Publication Date


  • 2010

Citation


  • Forrester, P. A. & Chinnappan, M. (2010). The Predominance of Procedural Knowledge in Fractions. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Conference of the Mathematics Education Research Group of Australasia (pp. 185-192). Fremantle, WA: MERGA Inc.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2085&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/770

Start Page


  • 185

End Page


  • 192

Place Of Publication


  • http://www.merga.net.au/documents/MERGA33_Forrester&Chinnappan.pdf