Relevant bibliographies by topics / Procedural and conceptual knowledge

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Procedural and conceptual knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Procedural and conceptual knowledge"

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McCormick, Robert. "Conceptual and Procedural Knowledge." International Journal of Technology and Design Education 7, no. 1-2 (1997): 141–59. http://dx.doi.org/10.1023/a:1008819912213.

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Hurrell, Derek. "Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers." Australian Journal of Teacher Education 46, no. 2 (2021): 57–71. http://dx.doi.org/10.14221/ajte.2021v46n2.4.

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The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators’ advice on some of the more pressing issues and understandings around them. A thorough synthesis of extant and seminal literature will provide advice to teachers and teacher educators on how a deeper insight into conceptual and procedural knowledge could improve the qual
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Surif, Johari, Nor Hasniza Ibrahim, and Mahani Mokhtar. "Conceptual and Procedural Knowledge in Problem Solving." Procedia - Social and Behavioral Sciences 56 (October 2012): 416–25. http://dx.doi.org/10.1016/j.sbspro.2012.09.671.

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Davis, Jon D. "Connecting Procedural and Conceptual Knowledge Of Functions." Mathematics Teacher 99, no. 1 (2005): 36–39. http://dx.doi.org/10.5951/mt.99.1.0036.

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From 1989 through 1991 the National Science Foundation (NSF) solicited proposals for curricula that would embody the goals set forth in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and other documents such as Everybody Counts (National Research Council 1989). Eventually thirteen curricula at the elementary, middle, and secondary levels were developed with funds from NSF (Senk & Thompson 2003). More than ten years later evidence is beginning to accrue that students enrolled in these Standardsbased curricula learn how to solve problems set within real-world cont
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Leong, Teh Guan, Raja Lailatul Zuraida Raja Maamor Shah, and Nor’ashiqin Mohd Idrus. "Analisis Keperluan Bagi Pembangunan Modul Untuk Pengekalan Pengetahuan Konseptual Dan Prosedural Matematik Tingkatan 1." Journal of Science and Mathematics Letters 8, no. 2 (2020): 86–99. http://dx.doi.org/10.37134/jsml.vol8.2.11.2020.

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In design and development study, a need analysis needs to be carried out to ensure that the learning module for retention of conceptual and procedural knowledge to be developed can meet the needs of the study target. A need analysis has been conducted to identify the Form 1 topics that students find difficult, moderate difficult and most difficult to learn, examine students’ perceptions on the difficulties they encounter in learning Mathematics and examine students’ perceptions on the characteristics of module that they want into retaining conceptual and procedural knowledge of Form 1 Mathemat
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Ho, Thi Minh Phuong. "Measuring Conceptual Understanding, Procedural Fluency and Integrating Procedural and Conceptual Knowledge in Mathematical Problem Solving." International Journal of Scientific Research and Management 8, no. 05 (2020): 1334–50. http://dx.doi.org/10.18535/ijsrm/v8i05.el02.

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The main aim of this paper is to meassure students’ mathematical proficiency on conceptual understanding and procedural fluency, and their ability of integrating procedural and conceptual knowledge in problem solving. Based on the PCK taxonomy (Ho 2018), we design a questionnaire consisting of 12 questions with 22 tasks whose content is focus on linear functions and equations. The collected data is analysed by the statistical software IBM SPSS Statistics 22. Moreover, we use the structural equation modeling (SEM) to study the correlation between these two components of mathematical proficiency
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Bornman, Marina, and Pusheletso Ramutumbu. "A conceptual framework of tax knowledge." Meditari Accountancy Research 27, no. 6 (2019): 823–39. http://dx.doi.org/10.1108/medar-09-2018-0379.

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Purpose This paper aims to develop a conceptual framework of tax knowledge that can be used to analyse and discuss tax knowledge as a factor influencing tax compliance. Design/methodology/approach Relevant literature was sourced using keywords pertaining to tax knowledge to identify the constructs of the framework. Thereafter, secondary interview data on small business owners’ tax challenges were thematically analysed to test the proposed framework. Findings Three elements of tax knowledge were identified, namely, general, procedural and legal tax knowledge. General tax knowledge relates to a
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Schneider, Michael, Bethany Rittle-Johnson, and Jon R. Star. "Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge." Developmental Psychology 47, no. 6 (2011): 1525–38. http://dx.doi.org/10.1037/a0024997.

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Richter-Beuschel, Lisa, and Susanne Bögeholz. "Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education." Sustainability 12, no. 20 (2020): 8332. http://dx.doi.org/10.3390/su12208332.

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For restructuring educational processes and institutions toward Sustainable Development, teachers’ knowledge and competences are crucial. Due to the high relevance of teachers’ content knowledge, this study aimed to (i) assess Sustainable Development-relevant knowledge by differentiating between situational, conceptual and procedural knowledge, (ii) find out via item response theory modelling how these theoretically distinguished knowledge types can be empirically supported, and (iii) link the knowledge dimension(s) to related constructs. We developed a paper-and-pencil test to assess these th
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Kadijevich, DJ, and L. Haapasalo. "Linking procedural and conceptual mathematical knowledge through CAL." Journal of Computer Assisted Learning 17, no. 2 (2001): 156–65. http://dx.doi.org/10.1046/j.0266-4909.2001.00168.x.

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Dissertations / Theses on the topic "Procedural and conceptual knowledge"

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Zhao, Weichen. "A STUDY OF THE UNITED STATES AND CHINESE PRESERVICE MATHEMATICS TEACHERS' PROCEDURAL KNOWLEDGE AND CONCEPTUAL KNOWLEDGE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2307.

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There are many researchers that emphasize the importance of how teachers’ knowledge will affect students’ learning. However, not much research is focused on an international comparison between preservice mathematics teachers’ procedural knowledge and conceptual knowledge. There were 91 preservice mathematics teachers involved in this study. A test on the operations on fractions, decimals, percentages, and integers knowledge showed a) the significant differences between the United States and Chinese preservice teachers’ (PTS) procedural knowledge, b) the significant differences between the Unit
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Venters, Christopher Harry IV. "Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51206.

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Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framew
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Ananta, Gede Pramudya. "Using an adaptive web-based learning environment to develop conceptual and procedural knowledge." Access electronically, 2004. http://ro.uow.edu.au/theses/202.

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Thomas, Sally. "Children's use of addition strategies : a closer look at procedural and conceptual knowledge." Thesis, London Metropolitan University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304828.

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Three issues from studies of primary children's addition are identif ied and investigated with children between 6 and 8 years old. The first is why descriptions of strategy use der i ved from chronometr ic studies vary so much from those based on observation and interview. The second and third concern the factors influencing strategy choice and are the relation between procedural and conceptual knowledge and characteristics of the sum. Whereas reaction time studies have been interpreted as showing that primary schoolchildren predominantly use one strategy, counting on from the larger addend (C
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Angster, Scott Reed. "An object-oriented, knowledge-based, non-procedural approach to multi-disciplinary, parametric, conceptual design." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-12052009-020120/.

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Graves, Ashley A. "An Investigation into the Effectiveness of Web-Based College Algebra in Conceptual and Procedural Mathematics Knowledge." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/GravesAA2008.pdf.

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Atas, Sait. "Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38935.

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This study assessed the knowledge structure of undergraduate participants related to previously determined critical concepts of Analysis of Variance (ANOVA) by using Pathfinder networks. Three domain experts’ knowledge structures regarding the same concepts were also elicited and averaged to create a referent knowledge structure. The referent knowledge structure served as a basis for formative feedback. Then, each participant’s knowledge structure was compared with the referent structure to identify common, missing, and extraneous links between the two networks. Each participant was provided w
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Mak, Yee-nei, and 麥伊妮. "What are the differences in conceptual and procedural knowledge of fractions between high and low ability learners?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589355.

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Bango, Siduduzile. "An investigation into Grade 7 learners’ knowledge of ratios." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78505.

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Ratio is one of the key mathematics concepts included in the South African Mathematics curriculum. It is applied in other topics of the Grade 7 curriculum, including geometry, functions and relationships, algebra, similarity and congruency. The aim of this qualitative research study was to explore the difficulties that learners experience in learning ratio. The primary research question for the study was: What is Grade 7 learners’ knowledge of ratio? This research question was answered through the following secondary research questions: How do learners solve problems involving ratio? What is l
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Iwuanyanwu, Paul Nnanyereugo. "Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4002.

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>Magister Scientiae - MSc<br>Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog
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Books on the topic "Procedural and conceptual knowledge"

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Phyllis, Plous, University of California, Santa Barbara. University Art Museum., Santa Monica Museum of Art., and North Carolina Museum of Art., eds. Knowledge: Aspects of conceptual art. University Art Museum, 1992.

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Gopinath, M. A. Lectures on conceptual knowledge processing. Sarada Ranganathan Endowment for Library Science, 2001.

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Mineau, Guy W., Bernard Moulin, and John F. Sowa, eds. Conceptual Graphs for Knowledge Representation. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-56979-0.

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Andrews, Simon, Simon Polovina, Richard Hill, and Babak Akhgar, eds. Conceptual Structures for Discovering Knowledge. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22688-5.

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Regoczei, Stephen. Knowledge acquisition as knowledge explication by conceptual analysis. Computer Systems Research Institute, 1988.

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John, Miles. Practical knowledge-based systemsin conceptual design. Springer-Verlag, 1993.

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Eklund, Peter W., Gerard Ellis, and Graham Mann, eds. Conceptual Structures: Knowledge Representation as Interlingua. Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61534-2.

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Eklund, Peter, and Ollivier Haemmerlé, eds. Conceptual Structures: Knowledge Visualization and Reasoning. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-70596-3.

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Miles, John C. Practical knowledge based systems in conceptual design. Springer-Verlag, 1993.

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Veale, T. Conceptual scaffolding: Using metaphors tobuild knowledge structures. Trinity College, Dublin, 1992.

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Book chapters on the topic "Procedural and conceptual knowledge"

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McCormick, Robert. "Conceptual and Procedural Knowledge." In Shaping Concepts of Technology. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5598-4_12.

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Vula, Eda, and Jeta Kingji-Kastrati. "Pre-service Teacher Procedural and Conceptual Knowledge of Fractions." In ICME-13 Monographs. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_8.

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Liu, Juhong Christie, and Andrea Adams. "Design of Online Student Orientation with Conceptual and Procedural Scaffolding." In Learning and Knowledge Analytics in Open Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38956-1_5.

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Xu, Li, David W. Embley, and Yihong Ding. "Combining Declarative and Procedural Knowledge to Automate and Represent Ontology Mapping." In Advances in Conceptual Modeling - Theory and Practice. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11908883_47.

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Strykowski, Sergiusz, and Rafał Wojciechowski. "Conceptual Architecture of Knowledge Base for Administrative Procedure Execution." In Business Information Systems. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38366-3_18.

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Abidi, Samina Raza. "A Conceptual Framework for Ontology Based Automating and Merging of Clinical Pathways of Comorbidities." In Knowledge Management for Health Care Procedures. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03262-2_5.

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Weik, Martin H. "procedural knowledge." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_14727.

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Karaiskaki, Andrea, and Xenia Anastassiou-Hadjicharalambous. "Procedural Knowledge." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_1083-1.

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Karaiskaki, Andrea, and Xenia Anastassiou-Hadjicharalambous. "Procedural Knowledge." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_1083.

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Takeuchi, Michiko. "Conceptual and Procedural Encoding." In Current Issues in Relevance Theory. John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/pbns.58.06tak.

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Conference papers on the topic "Procedural and conceptual knowledge"

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Diziol, Dejana, Nikol Rummel, and Hans Spada. "Procedural and conceptual knowledge acquisition in mathematics." In the 9th international conference. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1600053.1600080.

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Ertl, Bernhard. "Conceptual and procedural knowledge construction in computer supported collaborative learning." In the 9th international conference. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1600053.1600074.

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septiani, Vina, and Paidi. "How Are the Students’ Biology Conceptual Knowledge and Procedural Knowledge in Padang City?" In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210305.013.

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Ramadianti, W., N. Priatna, and Kusnandi Kusnandi. "Procedural Knowledge Versus Conceptual Knowledge of Fraction : An Indonesian Junior High School Case Study." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296501.

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Schiller, Marvin, Gregor Behnke, Mario Schmautz, et al. "A paradigm for coupling procedural and conceptual knowledge in companion systems." In 2017 International Conference on Companion Technology (ICCT). IEEE, 2017. http://dx.doi.org/10.1109/companion.2017.8287072.

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Sri Mardiyanti Syam, A. "How Students’ Understand the Linear Equation and Inequalities (Factual, Conceptual, Procedural Knowledge)." In Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.020.

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Diziol, Dejana. "The impact of collaboration on procedural and conceptual knowledge acquisition in algebra learning." In the 8th iternational conference. Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599763.

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Hobert, Sebastian, and Matthias Schumann. "LEARNING PROCEDURAL KNOWLEDGE USING AUGMENTED REALITY APPLICATIONS ON SMART GLASSES - REQUIREMENTS AND CONCEPTUAL DESIGN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0458.

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Monarrez, Angelica, and Mourat Tchoshanov. "Using task design methodology to unpack teachers’ (mis)conceptions about procedural and conceptual knowledge." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-131.

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Wan Salleh, Masturah, and Hajar Sulaiman. "A survey on the effectiveness of using GeoGebra software towards lecturers' conceptual knowledge and procedural mathematics." In PROCEEDINGS OF THE 20TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES: Research in Mathematical Sciences: A Catalyst for Creativity and Innovation. AIP, 2013. http://dx.doi.org/10.1063/1.4801143.

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Reports on the topic "Procedural and conceptual knowledge"

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Ohlsson, Stellan. The Cognitive Function of Theoretical Knowledge in Procedural Learning. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada248075.

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Belafi, Carmen, Yue-Yi Hwa, and Michelle Kaffenberger. Building on Solid Foundations: Prioritising Universal, Early, Conceptual and Procedural Mastery of Foundational Skills. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/021.

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Geiwitz, James, Robert L. Klatzky, and Brian P. McCloskey. Knowledge Acquisition Techniques for Expert Systems: Conceptual and Empirical Comparisons. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada219851.

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Feltovich, Paul J., and Richard L. Coulson. Conceptual Knowledge Foundations for Naval Medical Training: A Scheme for Directed Curricular Planning and Instructional Design. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada249987.

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Wichlacz, Paul L., Robert C. Starr, and Brennon Orr. INEEL Subregional Conceptual Model Report Volume 2: Summary of Existing Knowledge of Geochemical Influences on the Fate and Transport of Contaminants in the Subsurface at the INEEL. Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/911886.

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Wichlacz, Paul Louis, and Brennan Orr. INEEL Subregional Conceptual Model Report; Volume 1 - Summary of Existing Knowledge of Natural and Anthropogenic Influences Governing Subsurface Contaminant Transport in the INEEL Subregion of the Eastern Snake River Plain. Office of Scientific and Technical Information (OSTI), 2002. http://dx.doi.org/10.2172/911887.

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Paul L. Wichlacz. INEEL Subregional Conceptual Model Report Volume 3: Summary of Existing Knowledge of Natural and Anthropogenic Influences on the Release of Contaminants to the Subsurface Environment from Waste Source Terms at the INEEL. Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/911888.

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