On the public citation graph
Reconceptualizing procedural knowledge.
0 signed · 378 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1016/0959-4752(91)90023-2openalex-snapshot
The maturing of the relationship between the science of learning and cognition and educational practice
inferredcites →https://doi.org/10.1016/b978-0-12-628870-4.50013-xopenalex-snapshot
Explicit Heuristic Training as a Variable in Problem-Solving Performance**Chapter 6 is an expanded and revised version of Schoenfeld (1979b). Permission from the Journal for Research in Mathematics Education to reproduce parts of the article is gratefully acknowledged.
inferredcites →https://doi.org/10.1016/j.cedpsych.2005.08.001openalex-snapshot
The development of flexibility in equation solving
inferredcites →https://doi.org/10.1037/0003-066x.44.12.1469openalex-snapshot
Concepts and conceptual structure.
inferredcites →https://doi.org/10.1037/0022-0663.93.2.346openalex-snapshot
Developing conceptual understanding and procedural skill in mathematics: An iterative process.
inferredcites →https://doi.org/10.1037/0033-295x.89.4.369openalex-snapshot
Acquisition of cognitive skill.
inferredcites →https://doi.org/10.1037/0278-7393.23.4.932openalex-snapshot
The role of examples and rules in the acquisition of a cognitive skill.
inferredcites →https://doi.org/10.1207/s1532690xci0802_1openalex-snapshot
The Function of Conceptual Understanding in the Learning of Arithmetic Procedures
inferredcites →https://doi.org/10.1207/s15326985ep3102_2openalex-snapshot
Types and qualities of knowledge
inferredcites →https://doi.org/10.1207/s15327647jcd0302_3openalex-snapshot
Children's Use of Generics in Inductive Inferences
inferredcites →https://doi.org/10.1207/s15516709cog0404_3openalex-snapshot
Repair Theory: A Generative Theory of Bugs in Procedural Skills
inferredcites →https://doi.org/10.2307/749885openalex-snapshot
Interference of Instrumental Instruction in Subsequent Relational Learning
inferredcites →https://doi.org/10.4324/9780203063538openalex-snapshot
Conceptual and Procedural Knowledge
inferredcites →https://doi.org/10.4324/9780203063538-6openalex-snapshot
Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis
inferredcites →https://doi.org/10.4324/9780203763865-22openalex-snapshot
On the Relationship Between Knowing and Doing in Procedural Learning
inferredcites →https://doi.org/10.5951/at.26.3.0009openalex-snapshot
Relational Understanding and Instrumental Understanding
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4683895openalex-extracted
Profiles of Flexibility with Fraction Arithmetic and Their Connection to Algebra Readiness
inferred← citeshttps://doi.org/10.1002/acp.3663openalex-snapshot
Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge
inferred← citeshttps://doi.org/10.1002/berj.3519openalex-snapshot
Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help?
inferred← citeshttps://doi.org/10.1002/curj.213openalex-snapshot
Problem solving in the mathematics curriculum: From domain‐general strategies to domain‐specific tactics
inferred← citeshttps://doi.org/10.1002/j.2168-9830.2012.tb00045.xopenalex-snapshot
Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Student Conceptions and Performance
inferred← citeshttps://doi.org/10.1002/jee.20111openalex-snapshot
Assessing Conceptual Knowledge Using Three Concept Map Scoring Methods
inferred← citeshttps://doi.org/10.1002/jee.20548openalex-snapshot
Application of concept maps as an assessment tool in engineering education: Systematic literature review
inferred← citeshttps://doi.org/10.1002/pits.22448openalex-snapshot
University students' misconceptions about rational numbers: Implications for developmental mathematics and instruction of younger students
inferred← citeshttps://doi.org/10.1002/pits.22676openalex-snapshot
Alignment of K‐8 mathematics interventions with strands of mathematical proficiency in meta‐analytic research
inferred← citeshttps://doi.org/10.1002/sys.21751openalex-snapshot
PRODEC for human systems integration of increasingly autonomous systems
inferred← citeshttps://doi.org/10.1007/978-1-4419-0146-0_8openalex-snapshot
Mathematical Knowledge and Practices Resulting from Access to Digital Technologies
inferred← citeshttps://doi.org/10.1007/978-1-4419-5716-0_5openalex-snapshot
Human Memory and the New Science of Learning
inferred← citeshttps://doi.org/10.1007/978-1-4614-6977-3_3openalex-snapshot
The Constantly Underestimated Challenge of Improving Mathematics Instruction
inferred← citeshttps://doi.org/10.1007/978-1-4614-6977-3_7openalex-snapshot
The False Dichotomy in Mathematics Education Between Conceptual Understanding and Procedural Skills: An Example from Algebra
inferred← citeshttps://doi.org/10.1007/978-3-030-23505-5_11openalex-snapshot
Navigating the Self and Engaging with Others in Constructing Visions of Quality in Mathematics Education Research
inferred← citeshttps://doi.org/10.1007/978-3-030-76391-6_4openalex-snapshot
Articulating Human Systems Integration
inferred← citeshttps://doi.org/10.1007/978-3-319-38824-3_7openalex-snapshot
Researcher as Activist: A Conversation
inferred← citeshttps://doi.org/10.1007/978-3-319-43423-0_12openalex-snapshot
Supporting Variation in Task Design Through the Use of Technology
inferred← citeshttps://doi.org/10.1007/978-3-319-45053-7_4openalex-snapshot
Misconceptions and Learning Algebra
inferred← citeshttps://doi.org/10.1007/978-3-319-66811-6_9openalex-snapshot
Examining Students’ Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction
inferred← citeshttps://doi.org/10.1007/978-3-319-77476-3_11openalex-snapshot
Designing Instruction in Geometry: Using Lesson Study to Improve Classroom Teaching
inferred← citeshttps://doi.org/10.1007/978-3-319-77487-9_73-4openalex-snapshot
Immigrant Students in Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-3-319-90692-8_8openalex-snapshot
Nuances of Prospective Teachers’ Interpretations of Integer Word Problems
inferred← citeshttps://doi.org/10.1007/978-3-319-98767-5_5openalex-snapshot
What Processes Underlie the Relation Between Spatial Skill and Mathematics?
inferred← citeshttps://doi.org/10.1007/978-3-8348-2389-2_30openalex-snapshot
Effective Mathematics Teaching: Conceptualization, Research, and Reflections
inferred← citeshttps://doi.org/10.1007/978-94-007-0910-2_26openalex-snapshot
Models and Modelling Perspectives on Teaching and Learning Mathematics in the Twenty-First Century
inferred← citeshttps://doi.org/10.1007/978-94-007-1793-0_10openalex-snapshot
Analyzing and Developing Strategy Flexibility in Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-6209-707-0_11openalex-snapshot
Teaching Algebraic Concepts in Chinese Classrooms
inferred← citeshttps://doi.org/10.1007/978-94-6209-707-0_12openalex-snapshot
Promoting Mathematical Understanding
inferred← citeshttps://doi.org/10.1007/bf03174765openalex-snapshot
Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education
inferred← citeshttps://doi.org/10.1007/bf03217553openalex-snapshot
Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions
inferred← citeshttps://doi.org/10.1007/s10212-023-00723-3openalex-snapshot
The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice
inferred← citeshttps://doi.org/10.1007/s10639-023-12035-6openalex-snapshot
Research trends in e-learning practices for postgraduate medical education: A systematic review
inferred← citeshttps://doi.org/10.1007/s10648-015-9302-xopenalex-snapshot
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics
inferred← citeshttps://doi.org/10.1007/s10648-023-09825-2openalex-snapshot
A Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research
inferred← citeshttps://doi.org/10.1007/s10649-013-9475-5openalex-snapshot
How preservice teachers interpret and respond to student errors: ratio and proportion in similar rectangles
inferred← citeshttps://doi.org/10.1007/s10649-015-9660-9openalex-snapshot
Confidence and competence with mathematical procedures
inferred← citeshttps://doi.org/10.1007/s10649-017-9797-9openalex-snapshot
Meanings given to algebraic symbolism in problem-posing
inferred← citeshttps://doi.org/10.1007/s10649-019-09886-7openalex-snapshot
Justifications for choices made in procedures
inferred← citeshttps://doi.org/10.1007/s10649-020-09938-3openalex-snapshot
Assessing conceptual knowledge through solving arithmetic word problems
inferred← citeshttps://doi.org/10.1007/s10649-023-10225-0openalex-snapshot
On the origin, characteristics, and usefulness of instrumental and relational understanding
inferred← citeshttps://doi.org/10.1007/s10649-026-10493-6openalex-snapshot
Empirical findings on the teaching and learning of quadratic equations: a systematic review
inferred← citeshttps://doi.org/10.1007/s10649-026-10558-6openalex-snapshot
Investigating students’ opportunities to learn procedural flexibility: a comparative study of mathematics textbooks between the USA and China
inferred← citeshttps://doi.org/10.1007/s10734-009-9244-7openalex-snapshot
Transformation and contextualisation: conceptualising students’ conceptual understandings of threshold concepts in calculus
inferred← citeshttps://doi.org/10.1007/s10763-013-9468-yopenalex-snapshot
WHAT CHARACTERIZES THE ALGEBRAIC COMPETENCE OF NORWEGIAN UPPER SECONDARY SCHOOL STUDENTS? EVIDENCE FROM TIMSS ADVANCED
inferred← citeshttps://doi.org/10.1007/s10763-014-9531-3openalex-snapshot
HONG KONG GRADE 6 STUDENTS’ PERFORMANCE AND MATHEMATICAL REASONING IN DECIMALS TASKS: PROCEDURALLY BASED OR CONCEPTUALLY BASED?
inferred← citeshttps://doi.org/10.1007/s10763-015-9642-5openalex-snapshot
A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume
inferred← citeshttps://doi.org/10.1007/s10763-025-10543-0openalex-snapshot
Development and Validation of Deep Procedural Knowledge Test on Angles and Polygons (Deep-ProKT-AngPoly)
inferred← citeshttps://doi.org/10.1007/s10780-013-9201-3openalex-snapshot
Sami Culture and Values: A Study of the National Mathematics Exam for the Compulsory School in Norway
inferred← citeshttps://doi.org/10.1007/s10798-015-9345-9openalex-snapshot
Uncovering procedural knowledge in craft, design, and technology education: a case of hands-on activities in electronics
inferred← citeshttps://doi.org/10.1007/s10857-009-9131-2openalex-snapshot
Using comparison to develop flexibility for teaching algebra
inferred← citeshttps://doi.org/10.1007/s10857-013-9244-5openalex-snapshot
The development of beginning mathematics teacher pedagogical content knowledge
inferred← citeshttps://doi.org/10.1007/s10857-015-9301-3openalex-snapshot
Opportunities to notice: Chinese prospective teachers noticing students’ ideas in a distance formula lesson
inferred← citeshttps://doi.org/10.1007/s10857-015-9325-8openalex-snapshot
On mathematical understanding: perspectives of experienced Chinese mathematics teachers
inferred← citeshttps://doi.org/10.1007/s10857-023-09573-8openalex-snapshot
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment
inferred← citeshttps://doi.org/10.1007/s11858-007-0035-2openalex-snapshot
Comparison and contrast: similarities and differences of teachers’ views of effective mathematics teaching and learning from four regions
inferred← citeshttps://doi.org/10.1007/s11858-009-0167-7openalex-snapshot
Exemplary mathematics lessons: what lessons we can learn from them?
inferred← citeshttps://doi.org/10.1007/s11858-009-0181-9openalex-snapshot
The role of prior knowledge in the development of strategy flexibility: the case of computational estimation
inferred← citeshttps://doi.org/10.1007/s11858-009-0185-5openalex-snapshot
The nature and development of experts’ strategy flexibility for solving equations
inferred← citeshttps://doi.org/10.1007/s11858-009-0203-7openalex-snapshot
Creativity, flexibility, adaptivity, and strategy use in mathematics
inferred← citeshttps://doi.org/10.1007/s11858-014-0582-2openalex-snapshot
Teaching methods comparison in a large calculus class
inferred← citeshttps://doi.org/10.1007/s11858-014-0590-2openalex-snapshot
Rethinking the role of algorithms in school mathematics: a conceptual model with focus on cognitive development
inferred← citeshttps://doi.org/10.1007/s11858-017-0834-zopenalex-snapshot
Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles
inferred← citeshttps://doi.org/10.1007/s11858-017-0853-9openalex-snapshot
Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps
inferred← citeshttps://doi.org/10.1007/s11858-017-0856-6openalex-snapshot
Cultivating mathematical skills: from drill-and-practice to deliberate practice
inferred← citeshttps://doi.org/10.1007/s11858-017-0867-3openalex-snapshot
Principles for designing mathematical tasks that enhance imitative and creative reasoning
inferred← citeshttps://doi.org/10.1007/s11858-018-0913-9openalex-snapshot
Studying instructional quality by using a content-specific lens: the case of the Mathematical Quality of Instruction framework
inferred← citeshttps://doi.org/10.1007/s11858-018-0982-9openalex-snapshot
Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions
inferred← citeshttps://doi.org/10.1007/s11858-019-01090-4openalex-snapshot
Comparing German and Taiwanese secondary school students’ knowledge in solving mathematical modelling tasks requiring their assumptions
inferred← citeshttps://doi.org/10.1007/s11881-021-00218-0openalex-snapshot
Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities
inferred← citeshttps://doi.org/10.1007/s13132-021-00743-8openalex-snapshot
A Complementarity Perspective of Knowledge Resources
inferred← citeshttps://doi.org/10.1007/s40753-015-0022-xopenalex-snapshot
Students’ Use of Computational Thinking in Linear Algebra
inferred← citeshttps://doi.org/10.1007/s40753-019-00093-6openalex-snapshot
The Group Theory Concept Assessment: a Tool for Measuring Conceptual Understanding in Introductory Group Theory
inferred← citeshttps://doi.org/10.1007/s40753-022-00174-zopenalex-snapshot
The Inextricability of Students’ Mathematical and Physical Reasoning in Quantum Mechanics Problems
inferred← citeshttps://doi.org/10.1007/s40753-024-00257-zopenalex-snapshot
Preservice Mathematics Teachers’ Proportional Reasoning: The Case of Angle Measure Conversions
inferred← citeshttps://doi.org/10.1007/s42330-024-00319-zopenalex-snapshot
Analyzing Teacher-Designed Tasks Through the Lens of Procedural and Conceptual Knowledge
inferred← citeshttps://doi.org/10.1016/b978-0-12-387691-1.00007-7openalex-snapshot
The Power of Comparison in Learning and Instruction: Learning Outcomes Supported by Different Types of Comparisons
inferred← citeshttps://doi.org/10.1016/b978-0-12-805086-6.00012-6openalex-snapshot
The Power of Comparison in Mathematics Instruction: Experimental Evidence From Classrooms
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2015.03.001openalex-snapshot
Student, teacher, and instructional characteristics related to students' gains in flexibility
inferred← citeshttps://doi.org/10.1016/j.cognition.2016.01.004openalex-snapshot
Non-formal mechanisms in mathematical cognitive development: The case of arithmetic
inferred← citeshttps://doi.org/10.1016/j.cognition.2016.03.024openalex-snapshot
Corrigendum to ‘‘Non-formal mechanisms in mathematical cognitive development: The case of arithmetic’’ [Cognition 149 (2016) 40–55]
inferred← citeshttps://doi.org/10.1016/j.compedu.2017.01.008openalex-snapshot
Learner expertise and mathematics different order thinking skills in multimedia learning
inferred← citeshttps://doi.org/10.1016/j.dr.2014.10.001openalex-snapshot
Defining and measuring conceptual knowledge in mathematics
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.05.008openalex-snapshot
Fostering the learning of subtraction concepts and the subtraction-as-addition reasoning strategy
inferred← citeshttps://doi.org/10.1016/j.jecp.2008.08.004openalex-snapshot
In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools
inferred← citeshttps://doi.org/10.1016/j.jecp.2008.11.004openalex-snapshot
It pays to compare: An experimental study on computational estimation
inferred← citeshttps://doi.org/10.1016/j.jecp.2024.106187openalex-snapshot
Affordances of fractions and decimals for arithmetic among middle school students in the United States and China
inferred← citeshttps://doi.org/10.1016/j.jmathb.2011.12.007openalex-snapshot
Understanding multidigit whole numbers: The role of knowledge components, connections, and context in understanding regrouping 3+-digit numbers
inferred← citeshttps://doi.org/10.1016/j.jmathb.2013.04.003openalex-snapshot
The role of problem representation and feature knowledge in algebraic equation-solving
inferred← citeshttps://doi.org/10.1016/j.jmathb.2014.08.003openalex-snapshot
Learning mathematics through algorithmic and creative reasoning
inferred← citeshttps://doi.org/10.1016/j.jmathb.2014.10.003openalex-snapshot
Disappearing x: When solving does not mean finding the solution set
inferred← citeshttps://doi.org/10.1016/j.jmathb.2017.05.003openalex-snapshot
Zimbabwean in-service mathematics teachers’ understanding of matrix operations
inferred← citeshttps://doi.org/10.1016/j.jmathb.2017.06.001openalex-snapshot
Drawing inferences from learners’ examples and questions to inform task design and develop learners’ spatial knowledge
inferred← citeshttps://doi.org/10.1016/j.jmathb.2017.06.005openalex-snapshot
Analyzing connections between teacher and student topic-specific knowledge of lower secondary mathematics
inferred← citeshttps://doi.org/10.1016/j.jmathb.2018.01.003openalex-snapshot
Capturing and characterizing students’ strategic algebraic reasoning through cognitively demanding tasks with focus on representations
inferred← citeshttps://doi.org/10.1016/j.jmathb.2019.01.004openalex-snapshot
Computing as a mathematical disciplinary practice
inferred← citeshttps://doi.org/10.1016/j.jmathb.2020.100777openalex-snapshot
Characterizing quantum physics students’ conceptual and procedural knowledge of the characteristic equation
inferred← citeshttps://doi.org/10.1016/j.jmathb.2021.100908openalex-snapshot
An analytical comparison of students’ reasoning in the context of Inquiry-Oriented Instruction: The case of span and linear independence
inferred← citeshttps://doi.org/10.1016/j.jmathb.2024.101192openalex-snapshot
Encouraging students to explain their ideas when learning mathematics: A psychological perspective
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2019.01.004openalex-snapshot
Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102177openalex-snapshot
Scaffolding of learning activities: Aptitude-treatment-interaction effects in math?
inferred← citeshttps://doi.org/10.1016/j.lecon.2025.100009openalex-snapshot
Supporting children’s inhibitory control in mathematics learning: A participatory research study in classroom contexts
inferred← citeshttps://doi.org/10.1016/j.lindif.2011.11.003openalex-snapshot
An exploratory study contrasting high- and low-achieving students' percent word problem solving
inferred← citeshttps://doi.org/10.1016/j.tate.2013.10.008openalex-snapshot
Essential knowledge for academic performance: Educating in the virtual world to promote active learning
inferred← citeshttps://doi.org/10.1016/j.tate.2014.12.009openalex-snapshot
Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2017.10.021openalex-snapshot
Practices that cross disciplines?: Revisiting explicit instruction in elementary mathematics and English language arts
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103030openalex-snapshot
Instructional practice in algebra: Building from existing practices to inform an incremental improvement approach
inferred← citeshttps://doi.org/10.1016/j.tine.2021.100152openalex-snapshot
Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research
inferred← citeshttps://doi.org/10.1016/j.tsc.2023.101376openalex-snapshot
Role of inductive reasoning, gender, learning satisfaction, and educational and career preference in predicting scientific competency in high school
inferred← citeshttps://doi.org/10.1017/9781108235631.007openalex-snapshot
Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction
inferred← citeshttps://doi.org/10.1021/acs.jchemed.9b00550openalex-snapshot
Arguing from Spectroscopic Evidence
inferred← citeshttps://doi.org/10.1037/0022-0663.99.2.380openalex-snapshot
The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classrooms.
inferred← citeshttps://doi.org/10.1037/0022-0663.99.3.561openalex-snapshot
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.
inferred← citeshttps://doi.org/10.1037/a0014224openalex-snapshot
Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving.
inferred← citeshttps://doi.org/10.1037/a0016026openalex-snapshot
The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving.
inferred← citeshttps://doi.org/10.1037/a0017486openalex-snapshot
Individual differences in conceptual and procedural knowledge when learning fractions.
inferred← citeshttps://doi.org/10.1037/a0024997openalex-snapshot
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.
inferred← citeshttps://doi.org/10.1037/edu0000039openalex-snapshot
Effects of a research-based intervention to improve seventh-grade students’ proportional problem solving: A cluster randomized trial.
inferred← citeshttps://doi.org/10.1037/xge0000182openalex-snapshot
Separate but correlated: The latent structure of space and mathematics across development.
inferred← citeshttps://doi.org/10.1080/00207390801986908openalex-snapshot
Algorithmic contexts and learning potentiality: a case study of students’ understanding of calculus
inferred← citeshttps://doi.org/10.1080/00207390903200968openalex-snapshot
Undergraduate students’ preference for procedural to conceptual solutions to mathematical problems
inferred← citeshttps://doi.org/10.1080/0020739x.2013.790510openalex-snapshot
A multidimensional approach to explore the understanding of the notion of absolute value
inferred← citeshttps://doi.org/10.1080/0020739x.2015.1072881openalex-snapshot
Mathematical tasks, study approaches, and course grades in undergraduate mathematics: a year-by-year analysis
inferred← citeshttps://doi.org/10.1080/0020739x.2015.1075615openalex-snapshot
Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries
inferred← citeshttps://doi.org/10.1080/0020739x.2019.1626501openalex-snapshot
Experienced engineers becoming mathematics teachers: preliminary perceptions of mathematics teaching
inferred← citeshttps://doi.org/10.1080/0020739x.2019.1688404openalex-snapshot
The impact of procedural and conceptual teaching on students' mathematical performance over time
inferred← citeshttps://doi.org/10.1080/0020739x.2020.1840639openalex-snapshot
Between confidence and procedural flexibility in calculus
inferred← citeshttps://doi.org/10.1080/0020739x.2020.1842526openalex-snapshot
An analysis of the interaction between mathematical literacy and financial literacy in PISA*
inferred← citeshttps://doi.org/10.1080/0020739x.2021.1927226openalex-snapshot
Lifting the understanding of trigonometric limits from procedural towards conceptual
inferred← citeshttps://doi.org/10.1080/0020739x.2021.1930221openalex-snapshot
Media effects accompanying the use of recorded lecture videos in undergraduate mathematics instruction
inferred← citeshttps://doi.org/10.1080/0020739x.2021.1953625openalex-snapshot
Profiling mathematical procedural and problem-solving skills of undergraduate students following a new mathematics curriculum
inferred← citeshttps://doi.org/10.1080/0020739x.2021.1961034openalex-snapshot
Effects of spaced, repeated retrieval practice and test-potentiated learning on mathematical knowledge and reasoning
inferred← citeshttps://doi.org/10.1080/0020739x.2023.2209093openalex-snapshot
Measuring Austrian students’ procedural knowledge at the end of upper secondary level
inferred← citeshttps://doi.org/10.1080/0020739x.2023.2288818openalex-snapshot
Flexibility of differentiation procedures in calculus
inferred← citeshttps://doi.org/10.1080/00220272.2019.1594388openalex-snapshot
Dewey and mathematical practice: revisiting the distinction between procedural and conceptual knowledge
inferred← citeshttps://doi.org/10.1080/00220272.2021.1902569openalex-snapshot
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum
inferred← citeshttps://doi.org/10.1080/00220973.2017.1409185openalex-snapshot
Retrieval Practice Enhances Analogical Problem Solving
inferred← citeshttps://doi.org/10.1080/00220973.2019.1586629openalex-snapshot
Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge
inferred← citeshttps://doi.org/10.1080/00220973.2021.1903377openalex-snapshot
Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction
inferred← citeshttps://doi.org/10.1080/00313831.2016.1212256openalex-snapshot
Assessing mathematical competencies: an analysis of Swedish national mathematics tests
inferred← citeshttps://doi.org/10.1080/00313831.2017.1324906openalex-snapshot
The PISA Tasks: Unveiling Prospective Elementary Mathematics Teachers’ Difficulties with Contextual, Conceptual, and Procedural Knowledge
inferred← citeshttps://doi.org/10.1080/00461520.2021.1872379openalex-snapshot
The Multidimensional Knowledge in Text Comprehension framework
inferred← citeshttps://doi.org/10.1080/01443410.2022.2120599openalex-snapshot
Engagement in learning mathematics: the role of need for cognition and achievement goals
inferred← citeshttps://doi.org/10.1080/02635143.2021.1909552openalex-snapshot
Exploring core ideas of procedural understanding in scientific inquiry using educational data mining
inferred← citeshttps://doi.org/10.1080/03043797.2016.1259292openalex-snapshot
A study of competence in mathematics and mechanics in an engineering curriculum
inferred← citeshttps://doi.org/10.1080/03043797.2017.1343278openalex-snapshot
Conceptual and procedural approaches to mathematics in the engineering curriculum: views of qualified engineers
inferred← citeshttps://doi.org/10.1080/03043797.2017.1396445openalex-snapshot
How is that done? Student views on resources used outside the engineering classroom
inferred← citeshttps://doi.org/10.1080/07370008.2013.828728openalex-snapshot
Curricular Treatments of Length Measurement in the United States: Do They Address Known Learning Challenges?
inferred← citeshttps://doi.org/10.1080/07370008.2018.1464003openalex-snapshot
Conceptual and Procedural Knowledge During Strategy Construction: A Complex Knowledge Systems Perspective
inferred← citeshttps://doi.org/10.1080/07370008.2019.1616740openalex-snapshot
The Nature and Quality of Algebra Instruction: Using a Content-Focused Observation Tool as a Lens for Understanding and Improving Instructional Practice
inferred← citeshttps://doi.org/10.1080/08993408.2017.1414364openalex-snapshot
The effect of prior education on students’ competency in digital logic: the case of ultraorthodox Jewish students
inferred← citeshttps://doi.org/10.1080/09500693.2025.2488399openalex-snapshot
Patterns of student discourse in solving quantitative science problems
inferred← citeshttps://doi.org/10.1080/09639284.2013.824702openalex-snapshot
Impact of Formulas, Language and Instruction on Student Performance on Cost-Volume-Profit Problems
inferred← citeshttps://doi.org/10.1080/10508406.2019.1573428openalex-snapshot
Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning
inferred← citeshttps://doi.org/10.1080/10511970.2018.1472158openalex-snapshot
Echoes of the Instructor’s Reasoning: Exemplars of Modeling for Homework
inferred← citeshttps://doi.org/10.1080/10511970802627385openalex-snapshot
Using Lesson Design as a Vehicle for Faculty Professional Development
inferred← citeshttps://doi.org/10.1080/10627197.2022.2088495openalex-snapshot
Representations of Disciplinary Knowledge in Assessment: Associations between High School and University Assessments in Science, Mathematics and the Humanities and Predictors of Success
inferred← citeshttps://doi.org/10.1080/10668926.2022.2132430openalex-snapshot
Construct Validation of an Instrument That Assesses Quality of Instruction in Community College Algebra
inferred← citeshttps://doi.org/10.1080/10986060802583998openalex-snapshot
Solving Subtraction Problems by Means of Indirect Addition
inferred← citeshttps://doi.org/10.1080/10986060903022714openalex-snapshot
Developing Prospective Elementary Teachers' Flexibility in the Domain of Proportional Reasoning
inferred← citeshttps://doi.org/10.1080/10986065.2010.482150openalex-snapshot
Understanding the Development of Flexibility in Struggling Algebra Students
inferred← citeshttps://doi.org/10.1080/10986065.2022.2058160openalex-snapshot
Differences in grade 7 students’ understanding of the equal sign
inferred← citeshttps://doi.org/10.1080/10986065.2026.2635170openalex-snapshot
Promoting the development of the cardinality principle: examining the role of subitizing
inferred← citeshttps://doi.org/10.1080/13546783.2017.1359208openalex-snapshot
Feedback influences children's reasoning about math equivalence: A meta-analytic review
inferred← citeshttps://doi.org/10.1080/13803611.2013.845107openalex-snapshot
The contribution of domain-specific knowledge in predicting students' proportional word problem-solving performance
inferred← citeshttps://doi.org/10.1080/1475939x.2020.1778076openalex-snapshot
Posting messages and acquiring knowledge in collaborative online tasks
inferred← citeshttps://doi.org/10.1080/14794802.2016.1148626openalex-snapshot
Developing flexible procedural knowledge in undergraduate calculus
inferred← citeshttps://doi.org/10.1080/14794802.2019.1692060openalex-snapshot
Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique
inferred← citeshttps://doi.org/10.1080/14926156.2013.758328openalex-snapshot
Academic Motivation in Calculus
inferred← citeshttps://doi.org/10.1080/14926156.2013.784828openalex-snapshot
Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality
inferred← citeshttps://doi.org/10.1080/1547688x.2021.1980167openalex-snapshot
Portraying Mathematics Pre-service Teachers’ Experience of Creating Video Lessons with Portable Interactive Whiteboards through the TPACK
inferred← citeshttps://doi.org/10.1080/1554480x.2015.1047836openalex-snapshot
Comparing balance and inverse methods on learning conceptual and procedural knowledge in equation solving: a cognitive load perspective
inferred← citeshttps://doi.org/10.1080/18117295.2022.2101271openalex-snapshot
The Reciprocal Relationship Between Conceptual and Procedural Knowledge—A Case Study of Two Calculus Problems
inferred← citeshttps://doi.org/10.1080/19345747.2012.725804openalex-snapshot
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment
inferred← citeshttps://doi.org/10.1080/19415257.2014.886285openalex-snapshot
Professional development through lesson study: teaching the derivative using GeoGebra
inferred← citeshttps://doi.org/10.1080/19477503.2022.2139112openalex-snapshot
Analyzing Prospective Elementary Teachers’ Evidence of Conceptual Understanding and Procedural Fluency
inferred← citeshttps://doi.org/10.1080/24727466.2014.11790335openalex-snapshot
Prospective Teachers’ Procedural and Conceptual Knowledge of Mean Absolute Deviation
inferred← citeshttps://doi.org/10.1086/673199openalex-snapshot
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties
inferred← citeshttps://doi.org/10.1086/692662openalex-snapshot
Relationships between Observations of Elementary Mathematics Instruction and Student Achievement: Exploring Variability across Districts
inferred← citeshttps://doi.org/10.1088/1742-6596/1752/1/012067openalex-snapshot
Analyzing Conceptual and Procedural Knowledge of Geometry Among Prospective Teachers: Indonesian Perspective
inferred← citeshttps://doi.org/10.1088/1742-6596/855/1/012041openalex-snapshot
Conceptual or procedural mathematics for engineering students at University of Samudra
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199642342.013.014openalex-snapshot
Developing Conceptual and Procedural Knowledge of Mathematics
inferred← citeshttps://doi.org/10.1093/teamat/hrae012openalex-snapshot
Which knowledge is required in exams on analysis 1 courses at German universities?
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.16.020112openalex-snapshot
Students’ metarepresentational competence with matrix notation and Dirac notation in quantum mechanics
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.18.020134openalex-snapshot
Student sensemaking about inconsistencies in a reform-based introductory physics lab
inferred← citeshttps://doi.org/10.1108/ijaim-07-2021-0136openalex-snapshot
Will game-based learning enhance performance?
inferred← citeshttps://doi.org/10.1108/jrit-01-2024-0023openalex-snapshot
Effects of interactive-mobile learning modules in students’ engagement and understanding in genetics
inferred← citeshttps://doi.org/10.1108/s0735-004x20160000029003openalex-snapshot
Developing Mathematical Problem Solving through Strategic Instruction: Much More Than a Keyword
inferred← citeshttps://doi.org/10.1108/s1529-210x20210000015002openalex-snapshot
Ms. Turner's Classroom: Preserving a Tradition
inferred← citeshttps://doi.org/10.1109/fie.2011.6143074openalex-snapshot
Identifying and assessing relational understanding in ordinary differential equations
inferred← citeshttps://doi.org/10.1109/fie.2012.6462525openalex-snapshot
Work in progress: Using writing-to-learn methods to improve conceptual knowledge in engineering statics
inferred← citeshttps://doi.org/10.1109/fie.2014.7044302openalex-snapshot
Writing and conceptual knowledge in statics: Does learning approach matter?
inferred← citeshttps://doi.org/10.1111/bjep.12333openalex-snapshot
Are conceptual knowledge and procedural knowledge empirically separable? The case of fractions
inferred← citeshttps://doi.org/10.1111/bjep.12340openalex-snapshot
The mathematical flexibility of college students: The role of cognitive and affective factors
inferred← citeshttps://doi.org/10.1111/cdev.13568openalex-snapshot
Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge
inferred← citeshttps://doi.org/10.1111/j.1949-8594.2009.00005.xopenalex-snapshot
How Preservice Teachers Interpret and Respond to Student Geometric Errors
inferred← citeshttps://doi.org/10.1111/j.1949-8594.2009.00010.xopenalex-snapshot
Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations
inferred← citeshttps://doi.org/10.1111/j.2044-8279.2011.02037.xopenalex-snapshot
Developing procedural flexibility: Are novices prepared to learn from comparing procedures?
inferred← citeshttps://doi.org/10.1111/mbe.12160openalex-snapshot
Cognitive Abilities and Mathematical Competencies at School Entry
showing the first 200 of 360 · page through all 360
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.