The relation between conceptual and procedural knowledge in learning mathematics: A review

2021 ◽  
pp. 75-110
Author(s):  
Bethany Rittle-Johnson ◽  
Robert S. Siegler
Keyword(s):  
Procedural Knowledge ◽  
Learning Mathematics

Why Is the Midpoint an Average?

2013 ◽  
Vol 106 (7) ◽  
pp. 514-519 ◽  
Author(s):  
Lingguo Bu
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Mathematics ◽  
Mathematics For Teaching ◽  
The Relationship

The relationship between a midpoint and an average showcases the interplay between procedural knowledge and conceptual knowledge in learning mathematics for teaching.

Kemampuan Koneksi Matematika dalam Pembelajaran Kesetimbangan Kimia

2020 ◽  
Vol 8 (01) ◽  
pp. 79-92
Author(s):  
Lelya Hilda
Keyword(s):  
Chemical Equilibrium ◽  
Procedural Knowledge ◽  
Knowledge Use ◽  
Learning Mathematics ◽  
Equilibrium Test ◽  
Basic Ability ◽  
Difficult Subject ◽  
Difficult Subjects ◽  
Mathematical Connection

Mathematical connection is the ability of mathematics to connect conceptual and procedural knowledge, use mathematics in other subjects, use mathematics in life activities. Mathematics is a difficult subject for students as well as chemical equilibrium material, because both lessons are abstract. Mathematical ability is a basic ability that students must master in Chemical Equilibrium. Determination of Equilibrium Assets (Kc and Kp) requires mathematical connection capabilities. The results obtained from the Chemical Equilibrium test given are still low with a percentage of 65% for the calculation of removal, 45% root shape and the ability to multiply and divide the decimal number to 67%. This is because learning mathematics and chemical equilibrium are difficult subjects so students are less interested.

scholarly journals Analisis Keperluan Bagi Pembangunan Modul Untuk Pengekalan Pengetahuan Konseptual Dan Prosedural Matematik Tingkatan 1

2020 ◽  
Vol 8 (2) ◽  
pp. 86-99
Author(s):  
Teh Guan Leong ◽  
Raja Lailatul Zuraida Raja Maamor Shah ◽  
Nor’ashiqin Mohd Idrus
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Descriptive Analysis ◽  
Descriptive Statistics ◽  
Learning Module ◽  
Need Analysis ◽  
Algebraic Expressions ◽  
Learning Mathematics ◽  
Questionnaire Form ◽  
Very High

In design and development study, a need analysis needs to be carried out to ensure that the learning module for retention of conceptual and procedural knowledge to be developed can meet the needs of the study target. A need analysis has been conducted to identify the Form 1 topics that students find difficult, moderate difficult and most difficult to learn, examine students’ perceptions on the difficulties they encounter in learning Mathematics and examine students’ perceptions on the characteristics of module that they want into retaining conceptual and procedural knowledge of Form 1 Mathematics topics learnt. The respondents of this study consisted of 150 Form 1 students and 150 Form 2 students. Data collection was done using questionnaire form. The results of descriptive statistics analysis showed Linear Equation as the most difficult topic, Algebraic Expressions as moderate difficult topic and Linear Inequality as difficult topic to be learnt in Form 1 Mathematics. As for the difficulties students encounter in learning Mathematics, the results of descriptive analysis found that students faced difficulties in terms of procedural and conceptual knowledge mastery, remembering and recalling. In addition, characteristics of module that students want into retaining conceptual and procedural knowledge of Form 1 Mathematics topics learnt indicated that the respondents’ consent level were Very High for most of the proposed module features. The implication of this study informed the researcher on what to consider when developing a learning module to retain conceptual and procedural knowledge of Form 1 Mathematics topics.

scholarly journals ANALYSIS OF STUDENTS MATHEMATICAL CONNECTION ERRORS IN TRIGONOMETRIC IDENTITY PROBLEM SOLVING

2020 ◽  
Vol 17 (35) ◽  
pp. 825-836
Author(s):  
Budi MARDIYANA USODO ◽  
. BUDIYONO ◽  
Anisa Astra JINGGA ◽  
Dwi FAHRUDIN
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Arithmetic Operation ◽  
Critical Role ◽  
Trigonometric Identity ◽  
Mathematical Connections ◽  
Learning Mathematics ◽  
Algebraic Concepts ◽  
Algebraic Concept ◽  
Trigonometric Identities

The trigonometric identity is essential in learning Mathematics because it requires students to think critically, logically, systematically, and thoroughly. Solving trigonometric identity problems requires students to relate conceptual knowledge or procedural knowledge, which then used in questions. This study involved grade X students of senior high school, which were examined to find out the types of mathematical connections errors and causes of the errors. Before task-based interviews were conducted, 36 students were first given a test. Based on several considerations, seven students ( three males and four females) were selected to undergo a task-based interview. This research employed a qualitative research method with a case study design. The results of the analysis indicate that the errors in connecting to conceptual knowledge are most commonly the mistake of connecting the algebraic concept. On the other hand, 86.11% of students experienced errors in connecting to procedural knowledge. This error happened when the students worked on problems with trigonometric identities, which they had rarely encountered in exercises. Errors in mathematical connections in trigonometric identity are caused by the lack of understanding of the algebraic arithmetic operation, emphasis on the concept, and strategic knowledge. It shows that students need a variety of problems to be able to master various forms of trigonometric identities. This research's result also reinforces the critical role of algebraic concepts as prior knowledge in studying trigonometric identity.

The Antecedents of Procedural Knowledge and Skill

2011 ◽  
Author(s):  
Michelle Martin ◽  
Harrison J. Kell ◽  
Stephan J. Motowidlo
Keyword(s):  
Procedural Knowledge

Examination of the Worked-Example Effect for Conceptual and Procedural Knowledge in Calculus

2014 ◽  
Author(s):  
Charlyn W. Shaw ◽  
Rayne A. Sperling ◽  
David C. Falvo ◽  
Peter T. Olszewski
Keyword(s):  
Procedural Knowledge ◽  
Worked Example ◽  
Worked Example Effect

An Electronic Study Form to Support Collaborating Agents in the Management of Clinical Knowledge

1999 ◽  
Vol 38 (03) ◽  
pp. 154-157
Author(s):  
W. Fierz ◽  
R. Grütter
Keyword(s):  
Procedural Knowledge ◽  
Health Care Provision ◽  
Markup Language ◽  
Artificial Agents ◽  
Care Provision ◽  
Clinical Knowledge ◽  
Extensible Markup ◽  
Implementation Level ◽  
Biological Organisms ◽  
Representation Of Knowledge

AbstractWhen dealing with biological organisms, one has to take into account some peculiarities which significantly affect the representation of knowledge about them. These are complemented by the limitations in the representation of propositional knowledge, i. e. the majority of clinical knowledge, by artificial agents. Thus, the opportunities to automate the management of clinical knowledge are widely restricted to closed contexts and to procedural knowledge. Therefore, in dynamic and complex real-world settings such as health care provision to HIV-infected patients human and artificial agents must collaborate in order to optimize the time/quality antinomy of services provided. If applied to the implementation level, the overall requirement ensues that the language used to model clinical contexts should be both human- and machine-interpretable. The eXtensible Markup Language (XML), which is used to develop an electronic study form, is evaluated against this requirement, and its contribution to collaboration of human and artificial agents in the management of clinical knowledge is analyzed.

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