The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra
The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learn...
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| Format: | Article |
| Language: | English |
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Muhammadiyah University Press
2021-10-01
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| Series: | Journal of Research and Advances in Mathematics Education |
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| Online Access: | https://journals2.ums.ac.id/index.php/jramathedu/article/view/9459 |
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| author | Munyaradzi Chirove Ugorji Iheanachor Ogbonnaya |
| author_facet | Munyaradzi Chirove Ugorji Iheanachor Ogbonnaya |
| author_sort | Munyaradzi Chirove |
| collection | DOAJ |
| description | The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra. |
| format | Article |
| id | doaj-art-6c58f8c2b96b4d539b0d1a102409f9d2 |
| institution | OA Journals |
| issn | 2503-3697 |
| language | English |
| publishDate | 2021-10-01 |
| publisher | Muhammadiyah University Press |
| record_format | Article |
| series | Journal of Research and Advances in Mathematics Education |
| spelling | doaj-art-6c58f8c2b96b4d539b0d1a102409f9d22025-08-20T02:36:12ZengMuhammadiyah University PressJournal of Research and Advances in Mathematics Education2503-36972021-10-0136838710.23917/jramathedu.v6i4.147859522The relationship between grade 11 learners’ procedural and conceptual knowledge of algebraMunyaradzi Chirove0Ugorji Iheanachor Ogbonnaya1Department of Science, Mathematics & Technology Education, University of Pretoria, South AfricaDepartment of Science, Mathematics & Technology Education, University of Pretoria, South AfricaThe acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra.https://journals2.ums.ac.id/index.php/jramathedu/article/view/9459algebraconceptual knowledgeprocedural knowledgemathematicssouth africa |
| spellingShingle | Munyaradzi Chirove Ugorji Iheanachor Ogbonnaya The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra Journal of Research and Advances in Mathematics Education algebra conceptual knowledge procedural knowledge mathematics south africa |
| title | The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra |
| title_full | The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra |
| title_fullStr | The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra |
| title_full_unstemmed | The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra |
| title_short | The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra |
| title_sort | relationship between grade 11 learners procedural and conceptual knowledge of algebra |
| topic | algebra conceptual knowledge procedural knowledge mathematics south africa |
| url | https://journals2.ums.ac.id/index.php/jramathedu/article/view/9459 |
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