: The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators’ advice on some of the more pressing issues and understandings around them. A thorough synthesis of extant and seminal literature will provide advice to teachers and teacher educators on how a deeper insight into conceptual and procedural knowledge could improve the quality of mathematics teaching.
Hurrell, D. P.
Conceptual knowledge OR Procedural knowledge OR Conceptual knowledge AND Procedural knowledge:Why the conjunction is important for teachers.
Australian Journal of Teacher Education, 46(2).