Is cognitive style related to link between procedural and conceptual mathematical knowledge?
Апстракт
This study examined the relation between cognitive style and link between procedural and conceptual mathematical knowledge. It used a sample of 34 mathematically talented eleventh-grade students. A significant positive correlation was found between the students’ achievements on the administered Embedded Figures Tests (where "field-dependence-independence" cognitive style has a very specific perceptual connotation) and the measures of link between their scores on procedural and conceptual mathematical knowledge. The same relation was again found in a group of particularly talented students who participated in mathematical competitions (N = 16), but not in the control group comprising other talented students (N = 18).
Кључне речи:
upper secondary education / talented students / procedural knowledge / mathematics education / linking procedural and conceptual knowledge / conceptual knowledge / cognitive styleИзвор:
Teaching of Mathematics, 2003, 6, 2, 91-95Издавач:
- Društvo matematičara Srbije, Beograd
Финансирање / пројекти:
- Project 1429 “Education for Challenges of Democratic Society”
- Project 1690 “The process of developing of new competencies and behaviour patterns in a changing society”
Институција/група
Psihologija / PsychologyTY - JOUR AU - Kadijević, Đorđe M. AU - Krnjaić, Zora PY - 2003 UR - http://reff.f.bg.ac.rs/handle/123456789/410 AB - This study examined the relation between cognitive style and link between procedural and conceptual mathematical knowledge. It used a sample of 34 mathematically talented eleventh-grade students. A significant positive correlation was found between the students’ achievements on the administered Embedded Figures Tests (where "field-dependence-independence" cognitive style has a very specific perceptual connotation) and the measures of link between their scores on procedural and conceptual mathematical knowledge. The same relation was again found in a group of particularly talented students who participated in mathematical competitions (N = 16), but not in the control group comprising other talented students (N = 18). PB - Društvo matematičara Srbije, Beograd T2 - Teaching of Mathematics T1 - Is cognitive style related to link between procedural and conceptual mathematical knowledge? EP - 95 IS - 2 SP - 91 VL - 6 UR - https://hdl.handle.net/21.15107/rcub_reff_410 ER -
@article{ author = "Kadijević, Đorđe M. and Krnjaić, Zora", year = "2003", abstract = "This study examined the relation between cognitive style and link between procedural and conceptual mathematical knowledge. It used a sample of 34 mathematically talented eleventh-grade students. A significant positive correlation was found between the students’ achievements on the administered Embedded Figures Tests (where "field-dependence-independence" cognitive style has a very specific perceptual connotation) and the measures of link between their scores on procedural and conceptual mathematical knowledge. The same relation was again found in a group of particularly talented students who participated in mathematical competitions (N = 16), but not in the control group comprising other talented students (N = 18).", publisher = "Društvo matematičara Srbije, Beograd", journal = "Teaching of Mathematics", title = "Is cognitive style related to link between procedural and conceptual mathematical knowledge?", pages = "95-91", number = "2", volume = "6", url = "https://hdl.handle.net/21.15107/rcub_reff_410" }
Kadijević, Đ. M.,& Krnjaić, Z.. (2003). Is cognitive style related to link between procedural and conceptual mathematical knowledge?. in Teaching of Mathematics Društvo matematičara Srbije, Beograd., 6(2), 91-95. https://hdl.handle.net/21.15107/rcub_reff_410
Kadijević ĐM, Krnjaić Z. Is cognitive style related to link between procedural and conceptual mathematical knowledge?. in Teaching of Mathematics. 2003;6(2):91-95. https://hdl.handle.net/21.15107/rcub_reff_410 .
Kadijević, Đorđe M., Krnjaić, Zora, "Is cognitive style related to link between procedural and conceptual mathematical knowledge?" in Teaching of Mathematics, 6, no. 2 (2003):91-95, https://hdl.handle.net/21.15107/rcub_reff_410 .