Task Design as a Method of Examining Teacher Procedural and Conceptual Knowledge

• In Event: Researching In-Service and Preservice Teachers' Mathematics Knowledge and Practice

Abstract

Star (2005) considers “current characterizations of the terms procedural knowledge and conceptual knowledge … limiting and are in fact impediments to careful investigation of these constructs” (p. 405). Addressing this argument, we examined secondary mathematics teachers’ understanding of procedural and conceptual knowledge through design of mathematical tasks. We asked N=55 teachers to design procedural and conceptual tasks on a given topic and explain their thinking. The results showed that 78% of teachers were able to design and correctly explain procedural tasks. However, only 5.5% of teachers were able to design conceptual tasks correctly. Teachers’ narratives were examined to categorize emerging characteristics of teacher-designed tasks and address their (mis)conceptions about procedural and conceptual knowledge.

Authors

• Angelica Monarrez, University of Texas - El Paso

• Mourat Tchoshanov, The University of Texas - El Paso