Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does It Look Like?

Autor/inn/en	Lenz, Katja; Wittmann, Gerald
Titel	Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does It Look Like?
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 1, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lenz, Katja) ORCID (Wittmann, Gerald)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Individual Differences; Fractions; Mathematics Instruction; Teaching Methods; Institutional Characteristics; Instructional Program Divisions; Gender Differences; Social Class; Secondary School Students; Cognitive Ability; Mathematical Concepts; Mathematics Skills; Foreign Countries; Correlation; Mathematics Tests; Germany + Suchen Sie Ihr Suchwort? Individueller Unterschied; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Social classes; Soziale Klasse; Sekundarschüler; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Korrelation; Deutschland
Abstract	There is a general consensus that both conceptual and procedural knowledge are essential for students' mathematical development. A common argument is that differences in mathematical performance are caused by differences in conceptual and procedural knowledge. Therefore, it is important to investigate to what extent such differences in conceptual and procedural knowledge are empirically evident at the level of individual students. Accordingly, the aim of the present study is to describe individual differences in conceptual and procedural knowledge using the example of fractions and to analyze their relationship to the covariates grade level, school type, school, class, gender, and general cognitive abilities. Data from 377 students in grades 8 and 9 from 18 classes at four schools in Germany was examined. A hierarchical cluster analysis showed five clusters which reflected individual differences in conceptual and procedural knowledge. The clusters were characterized by (a) equal strengths in conceptual and procedural knowledge, (b) relative strengths in procedural knowledge compared to conceptual knowledge, (c) relative weaknesses in procedural knowledge compared to conceptual knowledge. Cluster membership was not related to gender or grade level, whereas the school type, school, and grade level were relevant for cluster membership. A stronger correlation between conceptual knowledge and general cognitive abilities could only be confirmed to a limited extent. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01