Procedural tasks - Revision history

Idoroll at 18:33, 24 March 2008

2008-03-24T18:33:14Z

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Adele at 20:09, 27 December 2006

2006-12-27T20:09:54Z

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	A procedural task is intended by the task's designer to be achievable by applying primarily but not exclusively procedural knowledge. However, most procedural tasks often require some conceptual knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.		A procedural task is intended by the task's designer to be achievable by applying primarily but not exclusively [[procedural]] knowledge. However, most procedural tasks often require some conceptual knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.

	Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."

Adele at 14:59, 27 December 2006

2006-12-27T14:59:23Z

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	A procedural task is intended by the task's designer to be achievable by applying primarily but not exclusively procedural knowledge. However, most procedural tasks often require some conceptual knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.		A procedural task is intended by the task's designer to be achievable by applying primarily but not exclusively procedural knowledge. However, most procedural tasks often require some conceptual knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.

	Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or strategies."		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."

	Examples:		Examples:

Vanlehn at 18:34, 27 November 2006

2006-11-27T18:34:53Z

← Older revision		Revision as of 18:34, 27 November 2006
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			A procedural task is intended by the task's designer to be achievable by applying primarily but not exclusively procedural knowledge. However, most procedural tasks often require some conceptual knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.

	Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or strategies."		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or strategies."

			Examples:
			* The procedure for long division
			* The steps balancing a chemistry equation
			* Solving an algebraic equation with a single occurrence of the unknown
			Non-examples:
			* Given a chinese tone and/or character, generate its English translation
			* Given a transformation of an equation, indicate whether the distributive, associative or communtative law justifies the transformation.
			Borderline examples:
			* Given 5+3, indicate that the answer is 8. For advanced learners, this is done by retrieving a fact, which is a kind of low level concept. For beginning learners, this is done by a counting strategy, so the task taps procedural knowledge.


	Rittle-Johnson, B. & Siegler, R. S. (1998) The relation between conceptual and procedural knowledge in learning mathematics. In C. Donlan (Ed.) The Development of Mathematical Skills. East Sussex, UK: Psychology Press.		Rittle-Johnson, B. & Siegler, R. S. (1998) The relation between conceptual and procedural knowledge in learning mathematics. In C. Donlan (Ed.) The Development of Mathematical Skills. East Sussex, UK: Psychology Press.

Vanlehn at 18:18, 27 November 2006

2006-11-27T18:18:08Z

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	~~Tasks~~ that ~~assess~~ knowledge of action sequences for solving problems, skills, algorithms, or strategies. ~~(See~~ Rittle-Johnson & Siegler, 1998)		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or strategies."

			Rittle-Johnson, B. & Siegler, R. S. (1998) The relation between conceptual and procedural knowledge in learning mathematics. In C. Donlan (Ed.) The Development of Mathematical Skills. East Sussex, UK: Psychology Press.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]

PhilPavlik at 17:44, 27 November 2006

2006-11-27T17:44:25Z

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	Tasks that assess knowledge of action sequences for solving problems, skills, algorithms, or strategies. (See Rittle-Johnson & Siegler, 1998)		Tasks that assess knowledge of action sequences for solving problems, skills, algorithms, or strategies. (See Rittle-Johnson & Siegler, 1998)
			[[Category:Glossary]]
			[[Category:PSLC General]]
			[[Category:Coordinative Learning]]

Jodi-Davenport at 17:34, 27 November 2006

2006-11-27T17:34:45Z

New page

Tasks that assess knowledge of action sequences for solving problems, skills, algorithms, or strategies. (See Rittle-Johnson & Siegler, 1998)