Conceptual and Procedural Teaching: Does One Teaching Approach Moderate the Relationship between the Other Teaching Approach and Algebra Achievement?

Autor/inn/en	Gerasimova, Daria; Miller, Angela D.; Hjalmarson, Margret A.
Titel	Conceptual and Procedural Teaching: Does One Teaching Approach Moderate the Relationship between the Other Teaching Approach and Algebra Achievement?
Quelle	In: Educational Studies in Mathematics, 114 (2023) 2, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gerasimova, Daria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-023-10219-y
Schlagwörter	Teaching Methods; Algebra; Mathematics Achievement; Longitudinal Studies; Mathematical Concepts; Comparative Analysis; Correlation; Computation; Mathematics Skills; Student Motivation; Concept Formation; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Mathematics ability; Schulische Motivation; Concept learning; Begriffsbildung
Abstract	In mathematics education, researchers often contrast conceptual and procedural teaching approaches, although labels and conceptualizations often vary across studies. Prior research has extensively examined empirical relationships between the two teaching approaches and mathematics achievement. In our study, we aimed to extend this research by exploring whether one teaching approach moderates the relationship between the other teaching approach and algebra achievement. Specifically, we investigated whether the relationship between one teaching approach and algebra achievement differs depending on the degree to which the other teaching approach is implemented. We used data from the High School Longitudinal Study (HSLS:2009) that was conducted in the USA. In our study, procedural teaching was measured as the amount of emphasis that teachers placed on objectives related to procedures and computational skills, whereas conceptual teaching was measured as the amount of emphasis that teachers placed on objectives related to understanding, application, and motivation. Hierarchical linear modeling (HLM) was used to analyze the data, thus accounting for clustering of students within classes and classes within teachers. We found a statistically non-significant interaction effect. This result suggests that the association between one teaching approach and algebra achievement is similar across the degrees of the other teaching approach. Furthermore, we found a statistically significant association between conceptual teaching and algebra achievement. Specifically, conceptual teaching was positively related to algebra achievement. For procedural teaching, we found a statistically non-significant association. Hence, we did not find evidence that procedural teaching is related to algebra achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01