Conceptual understanding and procedural fluency as interdependent constructs developing reciprocally

Design · All designs
Evidence · no claims cited

Description

The article's framework for how the ROOTS curriculum supports mathematics development holds that focused whole-number content and explicit instructional design jointly impact two knowledge forms. The authors "consider conceptual understanding and procedural fluency as interdependent constructs that develop in tandem and reciprocally," citing Rittle-Johnson, Siegler, and Alibali (2001) and Wu (1999), and hold that these in turn impact overall mathematics achievement. ROOTS instruction is designed to build both forms simultaneously.

Design Implications

Context

Requirements

• Instruction addressing both conceptual understanding and procedural fluency rather than one in isolation

Constraints

Target Learners

• Kindergarten students at risk in mathematics

Learning Goals

• Whole-number conceptual understanding
• Procedural fluency

Claims

Related Designs

Examples

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Key Sources

• Ben Clarke, Christian Doabler, Keith Smolkowski, Evangeline Kurtz Nelson, Hank Fien, Scott K. Baker & Derek Kosty (2016). Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1116034

Page metadata

Field	Value
type	design
id	conceptual-procedural-fluency-interdependent
title	Conceptual understanding and procedural fluency as interdependent constructs developing reciprocally
description	The article's framework for how the ROOTS curriculum supports mathematics development holds that focused whole-number content and explicit instructional design jointly impact two knowledge forms.
status	review
generated	by process:settle-candidates on 2026-11-01
trust	unverified — no one has confirmed this page's content
sources	1 — ben-clarke-2016

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