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Peer reviewedRittle-Johnson, Bethany; Siegler, Robert S.; Alibali, Martha Wagner – Journal of Educational Psychology, 2001
Proposes that conceptual and procedural knowledge develop in an iterative fashion and improved problem representation is one mechanism underlying the relations between them. Two experiments were conducted with 5th and 6th grade students learning about decimal fractions. Results indicate conceptual and procedural knowledge do develop, iteratively,…
Descriptors: Concept Mapping, Elementary School Mathematics, Grade 5, Grade 6
