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).
TY - 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 .
