Patricia A. VanLeuvan

I chose Conceptual and Procedural Knowledge: The Case of Mathematics as it provides insights into the nature of mathematics learning and competency. The chapters are updated versions of the 1985 colloquium series associated with a graduate seminar at the University of Delaware where I and other graduate students examined issues raised by each author. I had the privilege of meeting many authors and discussing their views of mathematics learning, a central theme of my dissertation and subsequent work as a mathematics educator.