Formulation and application of a theory of educational undercurrent

Mathematics instruction at the pre-college level often focuses on teaching a collection of skills, such as computational algorithms. Although mathematical procedures can be learned and practiced in this piecemeal fashion, the conceptualization of mathematics as a collection of isolated rules and procedures seems unlikely to foster the sorts of knowledge representations that best facilitate future application.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Dugdale, Sharon Saxton

Contributors dc:contributor

• Spiro, Rand J.

• Education, Mathematics

Statement dc:rights

• Copyright 1989 Dugdale, Sharon Saxton

Language dc:language

eng

Identifier

AAI8916240
(UMI)AAI8916240

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21350