Question: Reference: https://files.eric.ed.gov/fulltext/ED520859.pdf 1. How do the authors define procedural knowledge and conceptual knowledge? Why do you think it is important to have both? Can you

Reference: https://files.eric.ed.gov/fulltext/ED520859.pdf

1. How do the authors define procedural knowledge and conceptual knowledge? Why do you think it is important to have both? Can you think about a time where you had procedural knowledge but not good conceptual knowledge? How about a time or topic where you feel like you have/had both good conceptual and procedural knowledge?

2. How important do you think it is that the teacher is comfortable with multiple representations of adding/subtracting/multiplying/dividing fractions when it comes to understanding and teaching? MA102 Spring 2023 Content Journal #2

3. Can you relate with any of the "errors" listed on Pg. 190? 4. Take a look at Figure 3b (Pg. 190): the representation of 1/4 times 2/3 . Try recreating that representation with 2/5 times 1/2 . What does your sketch look like?

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