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Related Experiment Video

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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Published on: April 28, 2016

The developmental relations between conceptual and procedural knowledge: a multimethod approach.

Michael Schneider¹, Elsbeth Stern

¹Institute for Behavioral Sciences, ETH Zurich, Universitaetsstrasse 6, CAB G84.2, 8092 Zurich, Switzerland. schneider@ifv.gess.ethz.ch

Developmental Psychology

|January 8, 2010

Summary

This summary is machine-generated.

Measuring conceptual and procedural knowledge in math is challenging because they appear intertwined. This study reveals significant validity issues with common measurement tools, impacting research on mathematical competencies.

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Area of Science:

Mathematics Education
Cognitive Psychology

Background:

Conceptual and procedural knowledge are crucial for mathematical competencies, but their interrelations remain debated due to inconclusive empirical results.
Existing research faces challenges in validly measuring these distinct knowledge types independently, as they manifest intertwined in behavior.

Purpose of the Study:

To investigate the extent of measurement problems in assessing conceptual and procedural knowledge in elementary students.
To evaluate the validity of common hypothetical measures for conceptual and procedural knowledge in decimal fractions.

Main Methods:

A multimethod approach was employed with 289 fifth and sixth graders.
Four common hypothetical measures for conceptual knowledge and four for procedural knowledge of decimal fractions were administered.
Two studies examined measure consistency across treatments and modeled knowledge as latent factors over three measurement points.

Main Results:

Substantial problems with the validity of the measures used to assess conceptual and procedural knowledge were identified.
These validity issues may have been present but undetected in previous research, contributing to inconclusive findings.
The study highlights the difficulty in measuring conceptual and procedural knowledge independently.

Conclusions:

The findings underscore the need for improved measurement tools to advance theoretical and practical progress in understanding mathematical competencies.
A multimethod approach is crucial for addressing the challenges in validly measuring intertwined knowledge types.
Revisiting and refining measurement strategies is essential for future research in mathematics education.