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.
University of Illinois - Urbana-Champaign
Networked Digital Library of Theses and Dissertations
University of Illinois at Urbana-Champaign