WHAT IS THE RELATIONSHIP BETWEEN MIDDLE SCHOOL STUDENTS’ CONCEPTUAL KNOWLEDGE AND PROCEDURAL KNOWLEDGE IN FRACTIONS?

Back to Page Authors: Fırat Arda

Keywords: conceptual knowledge, procedural knowledge, fractions, relationship between conceptual knowledge and procedural knowledge

Abstract: The aim of the study was to find the correlation between conceptual knowledge and procedural knowledge fractions. The study was conducted with a mixed-methods approach using explanatory design which consisted of two phases. In the first phase of the study, a conceptual knowledge and procedural knowledge was administered to 30 sixth grade students. In the second phase, the researcher compares the conceptual knowledge score and their mathematics score to examine the relationship. The results of conceptual knowledge test and procedural knowledge test showed a meaningful correlation between students’ conceptual knowledge and procedural knowledge, r = 0.416 (p<.01). In addition, it was found that students’ school mathematics grade (maths GPA: grade point average) at the end the sixth year was strongly related to both conceptual knowledge and procedural knowledge. In the second phase, the interview results showed that while successful students had combined conceptual and procedural knowledge, less successful students had orphaned procedural knowledge. It was concluded that students can benefit from having both conceptual and procedural knowledge in order to develop a good knowledge base in mathematics.