ICLS 2000 Proceedings

On the Relationship Between Knowing and Doing in Procedural Learning

Jon R. Star
Combined Program in Education and Psychology
University of Michigan
Ann Arbor, MI 48109-1259
Tel: 734-936-2752, Fax: 734-615-2164
Email: jonstar@umich.edu

Abstract: The relationship between learners' knowledge of concepts and their ability to execute procedural skills is an important issue that has been explored in several different fields in cognitive science. A review of some of the existing literature within the domain of mathematics learning indicates that little useful theory has been developed to explain how conceptual knowledge and procedural knowledge are related. A primary reason for this deficiency is that knowledge of concepts is treated as a multi-faceted and rich construct, while procedural knowledge is very narrowly defined and operationalized. Philosophical and historical foundations for this differential treatment are discussed. It is suggested that distinguishing between knowledge type and depth of knowledge illuminates alternative ways in which procedural knowledge can be known and understood. A re-conceptualization of procedural knowledge is presented and implications for future research are discussed.

Keywords: mathematics education, learning theory, cognitive science

Preferred Citation Format:
Star, J.R. (2000). On the Relationship Between Knowing and Doing in Procedural Learning. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 80-86). Mahwah, NJ: Erlbaum.

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