Open Science Research Excellence

Open Science Index

Commenced in January 2007 Frequency: Monthly Edition: International Publications Count: 29414


Select areas to restrict search in scientific publication database:
10004143
The Conceptual and Procedural Knowledge of Rational Numbers in Primary School Teachers
Authors:
Abstract:
The study investigates the conceptual and procedural knowledge of rational number in primary school teachers, specifically, the primary school teachers level of conceptual knowledge about rational number and the primary school teachers level of procedural knowledge about rational numbers. The study was carried out in Bauchi metropolis in Bauchi state of Nigeria. A Conceptual and Procedural Knowledge Test was used as the instrument for data collection, 54 mathematics teachers in Bauchi primary schools were involved in the study. The collections were analyzed using mean and standard deviation. The findings revealed that the primary school mathematics teachers in Bauchi metropolis posses a low level of conceptual knowledge of rational number and also possess a high level of Procedural knowledge of rational number. It is therefore recommended that to be effective, teachers teaching mathematics most posses a deep understanding of both conceptual and procedural knowledge. That way the most knowledgeable teachers in mathematics deliver highly effective rational number instructions. Teachers should not ignore the mathematical concept aspect of rational number teaching. This is because only the procedural aspect of Rational number is highlighted during instructions; this often leads to rote - learning of procedures without understanding the meanings. It is necessary for teachers to learn rational numbers teaching method that focus on both conceptual knowledge and procedural knowledge teaching.
Digital Object Identifier (DOI):

References:

[1] Harbour, S. & Peter, V. F. Mathematics language of the new millennium implication to the society. Annual conference proceeding of mathematical Association of Nigeria (MAN) held at Minna in September 2000
[2] Federal Republic of Nigeria. National Policy on education (Revised). Lagos Nigerian Education Research and Development Council (NERC). 2004
[3] Ni, Y. & Zhou Y. D. Teaching and learning fraction and rational numbers. The origin and implications of whole numbers bias Educational Psychology 40, 27. 2005
[4] Kashim, R.M. Primary School Teachers Conceptual and Procedural Knowledge of Rational number and its Effects on pupils’ achievement in Rational Number. 2015
[5] Nik Pa, Nik Aziz. Agenda tindakan penghayaten matematik KBSR don KBSM (An agenda for mathematics appreciation). Kuala Lampur: Dewan Buhasa dan Pustakao. 1992
[6] Anderson, J. R. Cognitive Psychology and its Implication (5th ed.), New York: Worth publishers. 2000
[7] Desimore, L, M., Smith, T.M., Hayes, S. A. & Frisvold, D. Beyond Accountability and Average Mathematics Scores. Relating State Education policy attributes to cognitive Achievement Domains. Educational Measurement. Issues and Practice. 24(4), 5 – 18. 2005
[8] Faulkenberry, E. E. Secondary mathematics pre-service teachers conceptual of rational numbers, unpublished Doctoral dissertation, Oklahoma state University, Oklahoma. 2003
[9] Ball, D. L. The Mathematical Understanding that Prospective Teachers bring to Teacher Education. The elementary School Journal 90 (4), 449 – 466. 1990
[10] Kajander, A. Moving toward conceptual understanding in the pre – service mathematics classroom: A study of learning fractions. 2005
[11] RAND Mathematics Study Panel (RAND MSP). Mathematical proficiency for all students: towards a strategic development program in mathematics education. Santa Momea. CA: RAND cooperation (MR – 1643 – 0 OERI). 2003
[12] Sherrin. M.G. When teaching becomes learning. Cognitional Instruction 20, 119 – 150. 2002
[13] Behr, M., Harel, G., Post T. R. & Lesh, R. Rational number: towards a semantic analysis. Emphasis on the operator construct in T.P.Carpenter.Atlanta: Macmillan publishers. 1993
[14] Selden, A. & Selden, J.. Pre-service teachers’ conceptions of mathematics and how to teach 1. Research Sampler MAA, Online. www.sampler .com. 1997
[15] Chinnapan, M. Preservice teachers understanding and representation of fraction in a JavaBars environment ERIC: doi EJ623921. 2000
[16] Becker, J. P. & Lin, C.Y. Effects of computation skills workshop on pre-service elementary teachers’. Preliminary report. Paper presented at the Annual Meeting of the Mathematical Association of American and the American Mathematical Society, Atlanta, GA. 2005
[17] Conference board of the Mathematical science (CBMS). The mathematical education of teacher (vol. 4) Providence, RI and Washington DC: American Mathematical society and Mathematical Association of America. Retrieved July 31, 2005, from http:/ www.cbmsweb.org/MET_Document index html. 2001
[18] Hu, H. F. & Lee, Y. S. Teaching experiment of integer time of fraction 2005.Special Issue of Research and Development in Science Education Quarterly129-153. 2005
[19] Lin, P.J. & Tsai, W. H. Fourth grader is achievement in mathematics pertinence the 1991 AEP assessment instrument, Journal of National Asinah university of education, 22, 273 -207. 2006
[20] Fennema, E & Frank M. Teachers knowledge and its impact. In D. A Grouws (Ed) Handbook of research on mathematics teaching and learning. New York: Macmillan publishing. 1992
[21] Sambo A.A Research method in Education, Stirling – Horden Publishers (NIG) Ltd. 2005
[22] Megehee, J. J. Prospective secondary teacher’s knowledge of the function concept unpolished doctored dissertation, Texas: University press. 1990
[23] Bryan T. J. The conceptual knowledge of preserve secondary mathematic teaches how well do they know the subject matter they will teach? Unpublished Doctoral dissertation. The University of Texas at Austin, Austin Tax. 2002
[24] Frykholm, J. A missing piece in secondary mathematics teachers’ education, focus on learning problem in mathematics. Journal for Research in Mathemaics Education. 16(1)27 – 44. 2000
[25] Ibrahim, N. N. Pedagogical content knowledge of mathematics Bracket in Algebra. Master of Education, research project Bangi: University Kebang saan Malaysia. 2003
[26] Tirosh, D. Enhancing prospective teacher’s knowledge of children’s conception: The case of division of fractions. Journal for Research in Mathematics Education 2(1), 5 – 25. 2000
[27] Johnson, A. Procedural memory and skill acquisition. In I.B. Weaner (Ed). Handbook for psychology (Pp. 499.523). New York: Viking Publishers. 2003.
Vol:13 No:03 2019Vol:13 No:02 2019Vol:13 No:01 2019
Vol:12 No:12 2018Vol:12 No:11 2018Vol:12 No:10 2018Vol:12 No:09 2018Vol:12 No:08 2018Vol:12 No:07 2018Vol:12 No:06 2018Vol:12 No:05 2018Vol:12 No:04 2018Vol:12 No:03 2018Vol:12 No:02 2018Vol:12 No:01 2018
Vol:11 No:12 2017Vol:11 No:11 2017Vol:11 No:10 2017Vol:11 No:09 2017Vol:11 No:08 2017Vol:11 No:07 2017Vol:11 No:06 2017Vol:11 No:05 2017Vol:11 No:04 2017Vol:11 No:03 2017Vol:11 No:02 2017Vol:11 No:01 2017
Vol:10 No:12 2016Vol:10 No:11 2016Vol:10 No:10 2016Vol:10 No:09 2016Vol:10 No:08 2016Vol:10 No:07 2016Vol:10 No:06 2016Vol:10 No:05 2016Vol:10 No:04 2016Vol:10 No:03 2016Vol:10 No:02 2016Vol:10 No:01 2016
Vol:9 No:12 2015Vol:9 No:11 2015Vol:9 No:10 2015Vol:9 No:09 2015Vol:9 No:08 2015Vol:9 No:07 2015Vol:9 No:06 2015Vol:9 No:05 2015Vol:9 No:04 2015Vol:9 No:03 2015Vol:9 No:02 2015Vol:9 No:01 2015
Vol:8 No:12 2014Vol:8 No:11 2014Vol:8 No:10 2014Vol:8 No:09 2014Vol:8 No:08 2014Vol:8 No:07 2014Vol:8 No:06 2014Vol:8 No:05 2014Vol:8 No:04 2014Vol:8 No:03 2014Vol:8 No:02 2014Vol:8 No:01 2014
Vol:7 No:12 2013Vol:7 No:11 2013Vol:7 No:10 2013Vol:7 No:09 2013Vol:7 No:08 2013Vol:7 No:07 2013Vol:7 No:06 2013Vol:7 No:05 2013Vol:7 No:04 2013Vol:7 No:03 2013Vol:7 No:02 2013Vol:7 No:01 2013
Vol:6 No:12 2012Vol:6 No:11 2012Vol:6 No:10 2012Vol:6 No:09 2012Vol:6 No:08 2012Vol:6 No:07 2012Vol:6 No:06 2012Vol:6 No:05 2012Vol:6 No:04 2012Vol:6 No:03 2012Vol:6 No:02 2012Vol:6 No:01 2012
Vol:5 No:12 2011Vol:5 No:11 2011Vol:5 No:10 2011Vol:5 No:09 2011Vol:5 No:08 2011Vol:5 No:07 2011Vol:5 No:06 2011Vol:5 No:05 2011Vol:5 No:04 2011Vol:5 No:03 2011Vol:5 No:02 2011Vol:5 No:01 2011
Vol:4 No:12 2010Vol:4 No:11 2010Vol:4 No:10 2010Vol:4 No:09 2010Vol:4 No:08 2010Vol:4 No:07 2010Vol:4 No:06 2010Vol:4 No:05 2010Vol:4 No:04 2010Vol:4 No:03 2010Vol:4 No:02 2010Vol:4 No:01 2010
Vol:3 No:12 2009Vol:3 No:11 2009Vol:3 No:10 2009Vol:3 No:09 2009Vol:3 No:08 2009Vol:3 No:07 2009Vol:3 No:06 2009Vol:3 No:05 2009Vol:3 No:04 2009Vol:3 No:03 2009Vol:3 No:02 2009Vol:3 No:01 2009
Vol:2 No:12 2008Vol:2 No:11 2008Vol:2 No:10 2008Vol:2 No:09 2008Vol:2 No:08 2008Vol:2 No:07 2008Vol:2 No:06 2008Vol:2 No:05 2008Vol:2 No:04 2008Vol:2 No:03 2008Vol:2 No:02 2008Vol:2 No:01 2008
Vol:1 No:12 2007Vol:1 No:11 2007Vol:1 No:10 2007Vol:1 No:09 2007Vol:1 No:08 2007Vol:1 No:07 2007Vol:1 No:06 2007Vol:1 No:05 2007Vol:1 No:04 2007Vol:1 No:03 2007Vol:1 No:02 2007Vol:1 No:01 2007