Algorithmic skill vs. conceptual understanding

descriptionPublicationkeyboard_double_arrow_right Article 01 May 1982 English Publisher:Springer Science and Business Media LLCJournal:Educational Studies in Mathematics, volume 13, pages 143-154 (issn: 0013-1954, eissn: 1573-0816,

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Authors: Twila Slesnick;

doi: 10.1007/bf00460708

Algorithmic skill vs. conceptual understanding

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Abstract

With the help of Pascual-Leone's Theory of Constructive Operators, this study investigated the hypothesis that understanding of the long division algorithm requires a high cognitive level, or greater m-capacity, than does understanding of the fundamental concepts of division. Formal and preformal sixth grade students were tested on performance and understanding of a given division algorithm and division concepts.

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University of California, Berkeley
United States

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