Students' procedural and conceptual understanding of mathematics

Nor Hasnida Che Ghazali, Effandi Zakaria

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The goal in mathematics teaching has shifted towards an emphasis on both procedural and conceptual understanding. The importance of gaining procedural and conceptual understanding is aligned with the objective of mathematics education in Malaysia. This study sought to investigate students' procedural and conceptual understanding of algebra. It also examined the relationship between mathematics procedural understanding and conceptual understanding. Using a survey method, the study was carried out on 132 students from secondary schools. The instrument used was the algebra test containing 14 conceptual and procedural items. The data were analyzed descriptively based on percentage, mean, and standard deviation to determine students' procedural and conceptual understanding of mathematics. Pearson's correlation was used to determine the relationship between procedural and conceptual understanding. The findings revealed that the students' level of procedural understanding is high whereas the level of conceptual understanding is low. They had a higher procedural understanding gain compared to conceptual understanding gain. Furthermore, there was a significant positive relationship between mathematics procedural understanding and conceptual understanding.

Original languageEnglish
Pages (from-to)684-691
Number of pages8
JournalAustralian Journal of Basic and Applied Sciences
Volume5
Issue number7
Publication statusPublished - Jul 2011

Fingerprint

mathematics
student
Malaysia
secondary school
Teaching

Keywords

  • Algebra
  • Conceptual understanding
  • Mathematics
  • Procedural understanding

ASJC Scopus subject areas

  • General

Cite this

Students' procedural and conceptual understanding of mathematics. / Ghazali, Nor Hasnida Che; Zakaria, Effandi.

In: Australian Journal of Basic and Applied Sciences, Vol. 5, No. 7, 07.2011, p. 684-691.

Research output: Contribution to journalArticle

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