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  • Examining the conceptual and procedural knowledge of decimal numbers in sixth-grade elementary school students [Elektronski vir]
    Žakelj, Amalija ; Klančar, Andreja
    In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade ... Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.
    Source: European journal of educational research [Elektronski vir]. - ISSN 2165-8714 (Vol. 13, iss. 3, 2024, str. 1227-1245)
    Type of material - e-article
    Publish date - 2024
    Language - english
    COBISS.SI-ID - 193462531

    Link(s):

    https://pdf.eu-jer.com/EU-JER_13_3_1227.pdf
    DOI

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