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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Autores principales:	Munyaradzi Chirove, Ugorji Iheanachor Ogbonnaya
Formato:	article
Lenguaje:	EN ID
Publicado:	Muhammadiyah University Press 2021
Materias:	algebra, conceptual knowledge, procedural knowledge, mathematics, south africa Education (General) L7-991 Science Q Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/6c58f8c2b96b4d539b0d1a102409f9d2
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spelling	oai:doaj.org-article:6c58f8c2b96b4d539b0d1a102409f9d22021-11-21T14:42:18ZThe relationship between grade 11 learners’ procedural and conceptual knowledge of algebra2503-369710.23917/jramathedu.v6i4.14785https://doaj.org/article/6c58f8c2b96b4d539b0d1a102409f9d22021-10-01T00:00:00Zhttps://journals.ums.ac.id/index.php/jramathedu/article/view/14785https://doaj.org/toc/2503-3697The 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.Munyaradzi ChiroveUgorji Iheanachor OgbonnayaMuhammadiyah University Pressarticlealgebra, conceptual knowledge, procedural knowledge, mathematics, south africaEducation (General)L7-991ScienceQMathematicsQA1-939ENIDJournal of Research and Advances in Mathematics Education, Vol 6, Iss 4, Pp 368-387 (2021)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	algebra, conceptual knowledge, procedural knowledge, mathematics, south africa Education (General) L7-991 Science Q Mathematics QA1-939
spellingShingle	algebra, conceptual knowledge, procedural knowledge, mathematics, south africa Education (General) L7-991 Science Q Mathematics QA1-939 Munyaradzi Chirove Ugorji Iheanachor Ogbonnaya The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra
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
author	Munyaradzi Chirove Ugorji Iheanachor Ogbonnaya
author_facet	Munyaradzi Chirove Ugorji Iheanachor Ogbonnaya
author_sort	Munyaradzi Chirove
title	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_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_sort	relationship between grade 11 learners’ procedural and conceptual knowledge of algebra
publisher	Muhammadiyah University Press
publishDate	2021
url	https://doaj.org/article/6c58f8c2b96b4d539b0d1a102409f9d2
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The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra

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