balance, conceptual understanding, procedural knowledge, teacher education
The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual understanding and procedural knowledge. This study reports the results of a survey distributed to AMTE members in order to discover the opinions and practices of mathematics teacher educators regarding this balance. The authors conclude that there is wide disparity of views regarding the meaning of the terms "conceptual" and "procedural" as well as the meaning "balance" between the two, in terms of what constitutes mathematics, the learning and teaching of mathematics, and the assessment of mathematical proficiency.
Original Publication Citation
Bossé, M.J., & Bahr, D.L. (28). The state of balance between procedural knowledge and conceptual understanding in mathematics teacher education. International Journal of Mathematics Teaching and Learning, 25 Nov 28 found at http://www.cimt.plymouth.ac.uk/journal/default.htm.
BYU ScholarsArchive Citation
Bahr, Damon L. and Bossé, Michael J., "The State of Balance Between Procedural Knowledge and Conceptual Understanding in Mathematics Teacher Education" (2008). All Faculty Publications. 924.
Centre for Innovation in Mathematics Teaching
David O. McKay School of Education
© 2008 Damon L. Bahr and Michael J. Bossé
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