Conceptual and Procedural Knowledge

This insightful book explores the cognitive processes behind learning mathematics, highlighting the relationship between conceptual and procedural knowledge throughout education.

Originally published in 1986, Conceptual and Procedural Knowledge delves into the intricacies of how individuals learn mathematics. It specifically targets those interested in the cognitive processes that contribute to mathematical competence, as well as the factors that may hinder its development. The book begins with a comprehensive overview of the subject, setting the stage for a deeper exploration of the dynamics between conceptual understanding and procedural skills in mathematics education.

The volume highlights the relationship between these two forms of knowledge from the early preschool years through formal schooling. By examining the interplay between conceptual and procedural knowledge, the authors aim to shed light on how students develop mathematical skills over time. This exploration is enriched by contributions from mathematics educators and cognitive psychologists, who provide a range of theoretical perspectives and empirical findings.

Conceptual and Procedural Knowledge serves as a valuable resource for educators and researchers alike. It not only outlines the theoretical frameworks surrounding mathematics learning but also offers practical insights into how these concepts can be applied in educational settings. By understanding the cognitive processes involved in learning mathematics, stakeholders can better support students in overcoming challenges and achieving mathematical proficiency.