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Simultaneous activation of conceptual and procedural mathematical knowledge by means of CLASSPAD
(Reims, France : IUFM, 2004)
If we agree that the main goal of mathematics education is to develop both procedural and conceptual
knowledge and to make links between the two, a very important research question regarding technology-
based mathematics ...
Which kind of creativity may be attained by most students?
(Rousse, Bulgaria : University of Rousse, 2008)
Most students may creatively develop only solutions to given problems,
which should be achieved in the long run by utilizing suitable
teaching/learning approaches that promote thinking skills related to
creativity with ...
Ninth-grade students' mathematical-self concept: an international study
(Athens, Nicosia : Hellenic Mathematical Society, & Cyprus Mathematical Society, 2003)
An international study of 682 ninth-grade students from Finland, Poland,
Yugoslavia and Israel confirmed that, despite diversity, affective variables
regarding mathematics and its learning converge to an underlying ...
Some aspects of visualizing geometric knowledge: Possibilities, findings, further research
(Singapore : World Scientific, 2004)
Having underlined a rationale for visualizing the knowledge of geometry, the paper
describes two tools whereby computer-assisted visualization can be realized. It
then summarizes research findings regarding the use of ...
Can procedural and conceptual mathematical knowledge be linked through computer assisted learning?
(Hagenberg, Austria : Bk teachware, 2000)
Despite its high educational relevance, just a few CAL studies have examined
secondarily whether their computer-based treatments related procedural and conceptual
mathematical knowledge. This study summarizes their ...
Linking arithmetic to algebra
(University of Melbourne : Department of Science and Mathematics Education, 2001)
Procedural and conceptual mathematical knowledge: Comparing mathematically talented with other students
(Athens, Greece : V-publications, 2003)