28(3) - Nov 2008 FLM

For the Learning of Mathematics 28, 3 (November, 2008) FLM Publishing Association, Edmonton, Alberta, Canada The never-ending discussion on the relationship between conceptual and procedural knowledge has important implications for both curricular design and instructional decisions. In this article, we aim to add another layer to this discussion by considering types of knowledge of and about procedures that are not usually investigated. Procedures are often regarded as worthy opportunities for learning, particularly when conceptual knowledge can be attached to them. However, in cases where such connections are hard to make, the need to learn procedures is often questioned. At the same time, procedures that do lend themselves to connections to conceptual knowledge are not necessarily connected to sufficiently rich knowledge. In attending to these issues we claim that certain procedure-related types of knowledge have the potential of enriching conceptions of procedures. We focus on analyzing this knowledge in an effort to show that it is worth pursuing and worth considering as part of the school curriculum. Specifically, we propose examining three types of meta-knowledge of procedures: 1. Decision making knowledge involving conditions for procedure application;