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Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics
Thesis - Campus Access Only
Master of Arts (MA)
Child and Adolescent Development
attitudes towards mathematics, conceptual knowledge, mathematical self-efficacy, mathematics education, procedural knowledge
Procedural and conceptual knowledge are important to mathematics achievement as well as mathematical self-efficacy and attitudes towards mathematics. The purpose of this study was to investigate the relationship between undergraduates' procedural and conceptual knowledge specific to fractions and their general mathematical self-efficacy and positive attitudes towards mathematics. The participants were 64 undergraduates who were assessed based on their procedural and conceptual knowledge of fractions as well as their mathematical self-efficacy and attitudes towards mathematics. The results revealed that both procedural and conceptual knowledge of fractions were related to mathematical self-efficacy and attitudes towards mathematics. However, the relationship with conceptual knowledge was stronger. The results suggest that understanding mathematical concepts is related to confidence in mathematics abilities and attitudes towards mathematics that have been associated with students pursuing degrees in STEM majors. It is necessary for future research to study this relationship in younger age groups from elementary school students to high school students.
La Joy, Jonna Rose, "Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics" (2013). Master's Theses. 4285.