Can procedural and conceptual mathematical knowledge be linked through computer assisted learning?

dc.contributor	Kokol-Voljc, V.
dc.contributor	Kutzler, B.
dc.contributor	Lokar, M.
dc.contributor	Palcic, J.
dc.creator	Kadijević, Đorđe
dc.date.accessioned	2024-02-17T16:44:26Z
dc.date.available	2024-02-17T16:44:26Z
dc.date.issued	2000
dc.identifier.uri	http://ipir.ipisr.org.rs/handle/123456789/1047
dc.description.abstract	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 findings, explains how these knowledge types may be linked, and proposes a constructivist CAL environment enabling these knowledge types to be connected.	sr
dc.language.iso	en	sr
dc.publisher	Hagenberg, Austria : Bk teachware	sr
dc.rights	openAccess	sr
dc.source	Exam questions & basic skills in technology-supported mathematics teaching	sr
dc.title	Can procedural and conceptual mathematical knowledge be linked through computer assisted learning?	sr
dc.type	conferenceObject	sr
dc.rights.license	ARR	sr
dc.citation.epage	100
dc.citation.spage	97
dc.description.other	Proceedings Portoroz	sr
dc.identifier.fulltext	http://ipir.ipisr.org.rs/bitstream/id/3241/Portoroz.pdf
dc.identifier.rcub	https://hdl.handle.net/21.15107/rcub_ipir_1047
dc.type.version	publishedVersion	sr