The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Developing conceptual understanding and procedural skill in mathematics: An iterative process.
Abstract
The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5th- and 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in procedural knowledge predicted improvements in conceptual knowledge. Correct problem representations mediated the relation between initial conceptual knowledge and improved procedural knowledge. In Experiment 2, amount of support for correct problem representation was experimentally manipulated, and the manipulations led to gains in procedural knowledge. Thus, conceptual and procedural knowledge develop iteratively, and improved problem representation is 1 mechanism in this process
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Cites
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
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“First, amount of conceptual knowledge in a domain is positively correlated with the accuracy and elaborateness of problem representations (Chase & Simon, 1973; Chi, Feltovich, & Glaser, 1981).”
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
Learning from worked-out examples: A study on individual differences
RENKL, A. (1997) · Cognitive Science · doi:10.1016/s0364-0213(99)80017-2 · Cited by 679
Children’s beliefs about intelligence and school performance
Stipek, D., & Gralinski, J. H. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.3.397 · Cited by 408
Cited by
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012) · Cognitive Science · doi:10.1111/j.1551-6709.2012.01245.x · Cited by 772
The importance of number sense to mathematics achievement in first and third grades
Jordan, N. C., Glutting, J., & Ramineni, C. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.07.004 · Cited by 471
The shuffling of mathematics problems improves learning
Rohrer, D., & Taylor, K. (2007) · Instructional Science · doi:10.1007/s11251-007-9015-8 · Cited by 357
Principles of evolutionary educational psychology
Geary, D. C. (2002) · Learning and Individual Differences · doi:10.1016/s1041-6080(02)00046-8 · Cited by 163
Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009) · American Educational Research Journal · doi:10.3102/0002831209340235 · Cited by 158
Metadata
- Authors
- Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W.
- Venue
- Journal of Educational Psychology
- Published
- 2001-06
- Volume
- 93
- Issue
- 2
- Pages
- 346-362
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2147763969
- Cited by
- 1,075
- References
- 5
- FWCI
- 7.37
- Type
- journal article
- Language
- en
- Open access
- closed
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- Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.93.2.346
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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