| The developmental relations between conceptual and procedural knowledge: a multimethod approach. | |
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MedLine Citation:
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PMID: 20053016 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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Interactions between conceptual and procedural knowledge influence the development of mathematical competencies. However, after decades of research, these interrelations are still under debate, and empirical results are inconclusive. The authors point out a source of these problems. Different kinds of knowledge and competencies only show up intertwined in behavior, making it hard to measure them validly and independently of each other. A multimethod approach was used to investigate the extent of these problems. A total of 289 fifth and sixth graders' conceptual and procedural knowledge about decimal fractions was measured by 4 common hypothetical measures of each kind of knowledge. Study 1 tested whether treatments affected the 2 groups of measures in consistent ways. Study 2 assessed, across 3 measurement points, whether conceptual and procedural knowledge could be modeled as latent factors underlying the measures. The results reveal substantial problems with the validities of the measures, which might have been present but gone undetected in previous studies. A solution to these problems is essential for theoretical and practical progress in the field. The potential of the multimethod approach for this enterprise is discussed. |
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Authors:
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Michael Schneider; Elsbeth Stern |
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Publication Detail:
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Type: Journal Article; Research Support, Non-U.S. Gov't |
Journal Detail:
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Title: Developmental psychology Volume: 46 ISSN: 1939-0599 ISO Abbreviation: Dev Psychol Publication Date: 2010 Jan |
Date Detail:
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Created Date: 2010-01-07 Completed Date: 2010-03-09 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0260564 Medline TA: Dev Psychol Country: United States |
Other Details:
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Languages: eng Pagination: 178-92 Citation Subset: IM |
Copyright Information:
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Copyright 2009 APA, all rights reserved. |
Affiliation:
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Institute for Behavioral Sciences, ETH Zurich, Universitaetsstrasse 6, CAB G84.2, 8092 Zurich, Switzerland. schneider@ifv.gess.ethz.ch |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Child Child Development* Concept Formation / physiology* Factor Analysis, Statistical Female Humans International Cooperation Knowledge* Male Mathematics Models, Psychological* Problem Solving / physiology* Reaction Time / physiology Reproducibility of Results |
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