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Hiebert, J. and Carpenter, T. P., 1992, Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65-97). New York: Mcmillan.

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Article

On the Procedural-Conceptual Based Taxonomy and Its Adaptation to the Multi-Dimensional Approach SPUR to Assess Students’ Understanding Mathematics

1Department of Mathematics, Quy Nhon University, Quy Nhon, Vietnam


American Journal of Educational Research. 2019, Vol. 7 No. 3, 212-218
DOI: 10.12691/education-7-3-4
Copyright © 2019 Science and Education Publishing

Cite this paper:
Ho Thi Minh Phuong. On the Procedural-Conceptual Based Taxonomy and Its Adaptation to the Multi-Dimensional Approach SPUR to Assess Students’ Understanding Mathematics. American Journal of Educational Research. 2019; 7(3):212-218. doi: 10.12691/education-7-3-4.

Correspondence to: Ho  Thi Minh Phuong, Department of Mathematics, Quy Nhon University, Quy Nhon, Vietnam. Email: htmphuong@qnu.edu.vn

Abstract

In this paper we propose a new cognitive taxonomy which is so-called the PCK taxonomy (based on Procedural and Conceptual Knowledge) and adapt this taxonomy to the multi-dimensional approach SPUR (Skills, Properties, Uses, Representations) in analyzing the written mathematics assessments given at some high schools located in Binh Dinh province, Vietnam. Base on the findings we discuss and propose methods to establish the written mathematics assessments in order to assess students’ understanding mathematics more accurately.

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