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One of the model's central tenets is that, as learners become more competent, they move from declarative to procedural states of knowledge. Researchers have concerned themselves with the efficiency of this transition, as well as with any systematic misconceptions that develop along the way. A carefully developed curriculum addresses both of these concerns. This article will focus on three principles of curriculum development: the nature of examples, explicitness, and parsimony. Recently conducted research that supports these principles will also be discussed. It is suggested that special educators strongly consider these principles when selecting or developing curricular material for students with learning disabilities.<\/jats:p>","DOI":"10.1177\/002221949102400408","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"242-251","source":"Crossref","is-referenced-by-count":14,"title":["Procedural Knowledge in Mathematics: The Role of the Curriculum"],"prefix":"10.1177","volume":"24","author":[{"given":"John","family":"Woodward","sequence":"first","affiliation":[{"name":"John Woodward is a senior research associate in the College of Education at the University of Oregon, and a codirector of the Eugene Research Institute. His primary research interests are curriculum development and applications of technology in special education. Address: John Woodward, Eugene Rewarch Institute, 1400 High St., Suite C. 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