Theoretical and methodological issues in the study of conceptual and procedural knowledge: Reflections on a series of studies on Greek secondary students’ knowledge of fractions

XENIA VAMVAKOUSSI, MARIA BEMPENI, STAVROULA POULOPOULOU, IOANNA TSIPLAKI

Abstract

In this article we present an overview of four studies investigating Greek secondary students’ conceptual and procedural knowledge of fractions. We discuss the problem of defining conceptual and procedural knowledge, and the implications of adopting one particular definition over others. We draw on the studies and their results to discuss the problem of measuring conceptual and procedural knowledge; the issue of inter-individual differences in conceptual and procedural fraction knowledge; and related educational implications.

Keywords

Conceptual knowledge, procedural knowledge, fractions, rational numbers, secondary students

Full Text:

PDF

DOI: https://doi.org/10.26220/une.3114

Abstract - 0 Array - Array



Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

Pasithee | Library & Information Center | University of Patras