Research Article
Procedural Knowledge Versus Conceptual Knowledge of Fraction : An Indonesian Junior High School Case Study
@INPROCEEDINGS{10.4108/eai.12-10-2019.2296501, author={W. Ramadianti and N. Priatna and Kusnandi Kusnandi}, title={Procedural Knowledge Versus Conceptual Knowledge of Fraction : An Indonesian Junior High School Case Study}, proceedings={Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia}, publisher={EAI}, proceedings_a={MSCEIS}, year={2020}, month={7}, keywords={conceptual knowledge procedural knowledge fraction}, doi={10.4108/eai.12-10-2019.2296501} }- W. Ramadianti
N. Priatna
Kusnandi Kusnandi
Year: 2020
Procedural Knowledge Versus Conceptual Knowledge of Fraction : An Indonesian Junior High School Case Study
MSCEIS
EAI
DOI: 10.4108/eai.12-10-2019.2296501
Abstract
Fractions is one of the basic topics in mathematics. Knowledge about fraction relates conceptual knowledge and procedural knowledge. Therefore, the instructions about fractions have to consider them. To investigate ways of conceptual knowledge and procedural knowledge at mathematics instruction in junior high school, we observed mathematics instruction in two different classes which were taught by different teachers. This research was conducted at a junior high school in Bengkulu, Indonesia. The results showed that procedural knowledge was discussed more than conceptual knowledge. In addition, the study also found that almost procedural knowledge has not yet been connected with conceptual knowledge.
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