Linking procedural and conceptual mathematical knowledge through CAL.

Abstract Despite its high educational relevance, relatively few CAL studies have examined whether their computer-based treatments search for and/or utilise any potential link between procedural and conceptual mathematical knowledge. This paper summarises some of the findings of studies of this kind, explains how these knowledge types may be linked and proposes two constructivist CAL environments which enable a desired link. [ABSTRACT FROM AUTHOR]