Conceptual and procedural knowledge of rational numbers in trainee teachers

Effandi Zakaria, Norliza Zaini

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study sought to investigate trainee teachers' conceptual and procedural knowledge regarding rational numbers. One hundred five trainees from three teacher training colleges were involved in the study. The instrument used was the "Procedural and Conceptual Knowledge Test of Rational Numbers", which contains 17 subjective items. The findings revealed that the trainees' level of conceptual and procedural knowledge is high-average. The trainees displayed competence in representing a fraction as part of a set, a region and a ratio. They also demonstrated conceptual knowledge in sketching one whole when given a fraction and in solving word problems that involved fractions. However, they were too dependent on algorithms and on the memorization of formulas, tips and rules, and they were unable to provide explanation or justification on how they obtained a particular answer.

Original languageEnglish
Pages (from-to)202-217
Number of pages16
JournalEuropean Journal of Social Sciences
Volume9
Issue number2
Publication statusPublished - Aug 2009

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trainee
teacher
teachers' training college

Keywords

  • Conceptual knowledge
  • Fraction
  • Procedural knowledge
  • Rational numbers

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Conceptual and procedural knowledge of rational numbers in trainee teachers. / Zakaria, Effandi; Zaini, Norliza.

In: European Journal of Social Sciences, Vol. 9, No. 2, 08.2009, p. 202-217.

Research output: Contribution to journalArticle

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