Investigation of basic mathematical knowledge of preservice maths teachers: procedural or conceptual?

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dc.authoridarslan, selahattin/0000-0001-8557-2507
dc.contributor.authorOzpinar, Ilknur
dc.contributor.authorArslan, Selahattin
dc.date.accessioned2024-11-07T13:31:24Z
dc.date.available2024-11-07T13:31:24Z
dc.date.issued2022
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe aim of this study is twofold: to determine which knowledge type (procedural or conceptual) is predominant in basic mathematics topics among preservice primary mathematics teachers and the relation between these knowledge types. The study group consisted of 97 freshmen studying at Primary Mathematics Teaching Department. Case study method was used within the scope of descriptive approach. Participants were administered the Conceptual-Procedural Knowledge Test (CPKT), developed by the researchers, which consisted of questions that measured procedural and conceptual knowledge. Participant answers were analysed by an answer key and a characterization scale, and their levels were determined according to level ranges. Then, the frequency and percentage of the data were calculated and tabularized, and charts were used to make a two-way comparison of the relationship between procedural and conceptual knowledge. The study revealed that preservice teachers' procedural knowledge was concentrated at levels 2 and 3 whereas their conceptual knowledge at levels 1 and 2. Another result of the study is that while conceptual learning may support procedural learning the contrary is not necessarily true.
dc.identifier.doi10.1080/0020739X.2020.1867915
dc.identifier.endpage2132
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue8
dc.identifier.scopus2-s2.0-85099375112
dc.identifier.scopusqualityQ2
dc.identifier.startpage2115
dc.identifier.urihttps://doi.org/10.1080/0020739X.2020.1867915
dc.identifier.urihttps://hdl.handle.net/11480/14832
dc.identifier.volume53
dc.identifier.wosWOS:000606869100001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectProcedural knowledge
dc.subjectconceptual knowledge
dc.subjectpreservice teachers
dc.subjectbasic mathematics
dc.titleInvestigation of basic mathematical knowledge of preservice maths teachers: procedural or conceptual?
dc.typeArticle

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