Original Research

Maths concepts in teaching: Procedural and conceptual knowledge

Caroline Long
Pythagoras | Issue 62 | a115 | DOI: https://doi.org/10.4102/pythagoras.v0i62.115 | © 2005 Caroline Long | This work is licensed under CC Attribution 4.0
Submitted: 20 October 2005 | Published: 20 October 2005

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Caroline Long, University of the Witwatersrand, South Africa

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Abstract

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.

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1. Teachers’ explanations of learners’ errors in standardised mathematics assessments
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