HASENBANK’S (2005) MODEL OF MATHEMATICAL KNOWLEDGE

What is the classification of mathematical knowledge?

1. Procedural knowledge – “To know how something happens in a particular way” Hiebert
and Lefevre (1986)

2. Conceptual knowledge – “To know why something happens in a particular way” Hiebert
and Lefevre (1986)

Star (2000) argued that the traditional usage of the terms procedural knowledge and
conceptual knowledge obscures the myriad ways procedures and concepts can be known. He
added a depth dimension to Hiebert and LeFevre’s (1986) classification system to account for his
observation.

According to Star (2000), it is difficult to categorize the memorized facts of mathematics as

conceptual knowledge. After all, conceptual knowledge is supposed to be understood ; yet facts
can be memorized without being understood. And adding a depth dimension allows us to more
precisely classify students’ procedural and conceptual knowledge. He added a second dimension
of mathematical knowledge which is depth. Depth can either be shallow or deep. Shallow
knowledge is well-memorized (but disconnected) procedures and concepts while deep
knowledge is well understood procedures and concepts

According to Hasenbank (2005), there is still another dimension of mathematical knowledge

that is of interest. During students’ initial interactions with a concept or procedure, their
knowledge can be considered tentative. In the early stage, execution of procedures may be error
prone and require great cognitive effort, and conceptual facts may be recalled slowly or
inaccurately. In time, this tentative knowledge becomes automatized and efficient, so that
procedures can be executed fluently and facts and connections can be recalled on demand. He
then added the third dimension of mathematical knowledge which is aptitude (the capacity for
learning). It can be novice - executes procedures and conceptual facts slowly or inaccurately and
practiced – executes procedures fluently and facts and connections can be recalled on demand

Hasenbank (2005) proposed the three dimensional model of mathematical knowledge:

1. Type > Procedural Vs. Conceptual

2. Depth > Shallow Vs. Deep

3. Aptitude > Novice Vs. Practiced

Reference:

Hasenbank, JF (2005). A Vision of a Three-Dimensional Re-conceptualization of Mathematics

Knowledge. Paper presented at the Proceedings of the 27th Annual Meeting of PME-NA,
Virginia Tech, October 2005.