Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

@DavidTymm @greg_ashman Educational psychologists say procedure and concepts are bidirectional https://t.co/sMIPuTF6Ha

@ElgarDarren @rastokke Great @BethanyRittle research suggests either order can be effective. https://t.co/RfHIxfJhXW

@MathsImpact Read @BethanyRittle https://t.co/PdID9OIdXn

Today's reading (thank you to authors for sending me a copy!) : "Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics" https://t.co/VaPZUFBwE8 poses some very strong challenges.

@jillbarshay @gema_zamarro Here’s one of the cites, Rittle-Johnson does lots of work on this topic: https://t.co/cE55Vki9LT … I’d argue you’re right in wanting the procedural to still be taught!!

@pikloen @djsjollema @PAvanderPloeg @GvanGinkel Eerder in de discussie zeg ik dat ook. Ik vind het ook een en/en verhaal en een valse tegenstelling. Bij rekenen legt dit artikel ook zo een veelgebruikte tegenstelling uit die er eigenlijk niet is. https:/

@rhymeswspecimen @sbagley This is a review article that maybe speaks a bit to what you are interested in? https://t.co/x8VlbQVSgs

@LMichelleJ87 @BarryGarelick @rickhess99 @DexTeacher @tombennett71 @GaleMorrisonEd @JohncattUSA @rcraigen @BethanyRittle @erickalenze Hmmm.. I don't have something to hand on exactly that, no. However, this is a recent review of the evidence - it focuses m

"A review of the empirical evidence for mathematics learning indicates that procedural knowledge supports conceptual knowledge, as well as vice versa, and thus that the relations between the two types of knowledge are bidirectional." #Mathematics https

Rittle-Johnson, B., Schneider, M. & Star, J.R. Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics. Educ Psychol Rev 27, 587–597 (2015). https://t.co/k2OyqDaEQ7 #AoToM

RT @cbokhove: This is probably the standard work on the bidirectional relationship between procedural and conceptual knowledge -> Not a One…

@MsIdeasMnosCtas La parte final del resumen es a lo que me refería con el sesgo que hay en la didáctica de las matemáticas en este tema. El texto está en: https://t.co/CDezcHIu5X, y la traducción que he puesto del resumen es automática (pero se entiende).

RT @PaulMorganPhD: @BarryGarelick @tomloveless99 @manateespirit And the idea that procedural fluency limits conceptual understanding is, ac…

RT @PaulMorganPhD: @BarryGarelick @tomloveless99 @manateespirit And the idea that procedural fluency limits conceptual understanding is, ac…

RT @cbokhove: There’s decades of work on this... https://t.co/oQjYJFgHu2

RT @PaulMorganPhD: @BarryGarelick @tomloveless99 @manateespirit And the idea that procedural fluency limits conceptual understanding is, ac…

@BarryGarelick @tomloveless99 @manateespirit And the idea that procedural fluency limits conceptual understanding is, according to this review, a "myth." Instead, procedural fluency and conceptual understanding influence each other bidirectionally over tim

RT @cbokhove: So I guess I will tweet this review on how procedural and conceptual knowledge are bidirectional again https://t.co/jl0raxqgGg

RT @numericalguy: Procedural and conceptual knowledge are bidirectional in math. @tpsemath @utdanacenter https://t.co/BEyWYEda4y In a rela…

Procedural and conceptual knowledge are bidirectional in math. @tpsemath @utdanacenter https://t.co/BEyWYEda4y In a related note, in our own research in a numerical methods course, we found concept and final exam results highly correlated.

RT @cbokhove: There’s decades of work on this... https://t.co/oQjYJFgHu2

RT @cbokhove: There’s decades of work on this... https://t.co/oQjYJFgHu2

RT @cbokhove: So I guess I will tweet this review on how procedural and conceptual knowledge are bidirectional again https://t.co/jl0raxqgGg

There’s decades of work on this...

This is probably the standard work on the bidirectional relationship between procedural and conceptual knowledge -> Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics https://t.co/o2EB9rPC8R

@mpershan @DougRoom8 @crstn85 @PROMYS_Teachers @jamiedunc3 @dhabecker e.g. https://t.co/eqaFGK2Pv1

So I guess I will tweet this review on how procedural and conceptual knowledge are bidirectional again https://t.co/jl0raxqgGg

RT @cbokhove: Kaur: mastery approach involves conceptual understanding and procedural fluency (research noted good, cos they go hand in han…

RT @cbokhove: Kaur: mastery approach involves conceptual understanding and procedural fluency (research noted good, cos they go hand in han…

Kaur: mastery approach involves conceptual understanding and procedural fluency (research noted good, cos they go hand in hand, see Rittle-Johnson et al., https://t.co/jl0raxqgGg) #bcme9

Believing this does serve certain causes! I still like Skemp on this with his definitions of Instrumental and Relational understanding. https://t.co/GTxCDH1PTS

@jdportes @_IanMoss @Alison_McGovern @BBCRadio4 @BBCr4today The notion that you can teach understanding of multiplication without procedural fluency is a contested one https://t.co/VXMrN6iio2. Understanding is a strange thing in mathematics.

RT @cbokhove: Wrong. But probably caused by an unshaken and incorrect belief that procedural and conceptual knowledge are not related. http…

Wrong. But probably caused by an unshaken and incorrect belief that procedural and conceptual knowledge are not related. https://t.co/o2EB9rPC8R https://t.co/DLFDCnsrKg

RT @KeithJonesUoS: "possible reasons for why #MathEd often believe that a conceptual-to-procedural ordering of instruction is optimal and w…

"possible reasons for why #MathEd often believe that a conceptual-to-procedural ordering of instruction is optimal and why so little research has evaluated this claim" #MTBoS https://t.co/f7hoJDQ8TE

RT @cbokhove: I agree. A recent 'update' from first author is this recent review article https://t.co/o2EB9rPC8R #redTO17 https://t.co/2udG…

I agree. A recent 'update' from first author is this recent review article https://t.co/o2EB9rPC8R #redTO17 https://t.co/2udG2cNwm1

@alicekeeler @MarkChubb3 @ChrisKalmbach @DTWillingham @MrReddyMaths https://t.co/qolzAP6mpg

@MrBlachford https://t.co/l6G5aXywon

RT @RasgoLatente: ¿Empezar por fundamentos generales y después la aplicación y la práctica? No está tan claro. https://t.co/CGxoVgiftF http…

¿Empezar por fundamentos generales y después la aplicación y la práctica? No está tan claro. https://t.co/CGxoVgiftF https://t.co/x8QvHd6PbO

.@npickup @iQuirky_Teacher summarising a lot of useful research: https://t.co/cnt7IMMzKr

IMPORTANT: Not a One-Way Street https://t.co/x2MHnLIPJu #springerlink

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics http://t.co/u9JO2v8T3K