Simultaneous activation of conceptual and procedural mathematical knowledge by means of ClassPad

Lenni Haapasalo (1) , Djordje Kadijevich (2)

1 University of Joensuu
2 Megatrend University [Belgrade]

An important research question regarding technology-based mathematics education is how different technologies affect the relation between procedural (P) and conceptual (C) knowledge. Because of the dominance of P over C in the development of scientific and individual knowledge, a reasonable pedagogical idea could be to go for spontaneous P, hoping that an appropriate C would be attainable, finally. On the other hand, it seems appropriate to claim that the goal of any education should be to invest on C from the first beginning. The ‘simultaneous activation' of P and C combines both of these demands in a natural way. Such an activation is considered for ClassPad (a progressive educational tool made by Casio), which can establish and strengthen P-C links by using simple drag-and-drop activities between its application windows. The paper presents some of these activities and examines their empirical values in cognitive and affective terms.

Mots clés: Education -- Data processing; Information and communications technology<br />Educational technologies; Education<br />Computer-assisted education

Mots clés: Education et informatique<br />Nouvelles technologies de l'information et de la communication

Domaines: Education

Lenni Haapasalo, Djordje Kadijevich. Simultaneous activation of conceptual and procedural mathematical knowledge by means of ClassPad. Jun 2003, Reims, France. ⟨edutice-00001347⟩