How big is their iceberg? Connections between conceptual and procedural understanding in mathematics.


by
Janet Andreason June 28, 2015


Presented at:
SCL Conference 2015

ABSTRACT:

Participants will explore the difference between conceptual and procedural understanding and how each can be viewed and applied in the mathematics classroom. Discussion will center around strategies for developing and identifying conceptual understanding and instructional strategies for supporting student learning of mathematics.


TAGS:

Classroom Mathematics Pedagogy Strategies


Resources:

Janet Andreason
Janet B. Andreasen, PhD., is a lecturer of mathematics education at the University of Central Florida (UCF). She is the coordinator of secondary education and works with prospective and practicing mathematics teachers at the elementary, middle, and high school levels. Dr. Andreasen’s research interests include examining mathematical knowledge for teaching and using technology to foster student learning of mathematical concepts. Prior to joining the faculty at UCF, Dr. Andreasen was a high school mathematics teacher. Dr. Andreasen has published books, book chapters, and articles in state and national publications as well as professional presentations throughout the United States. Dr. Andreasen received a bachelor’s degree in Biomedical Engineering from the University of Miami (FL) and both a master’s degree in Mathematics Education and a Ph.D. in Education, Mathematics Education from the University of Central Florida.

Other Contributions by Janet Andreason

Goes Into What? Making Long Division Make Sense

Article - SCL Summer Conference 2017


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