The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra

Chirove, Munyaradzi; Ogbonnaya, Ugorji Iheanachor

doi:10.23917/jramathedu.v6i4.14785

Cited by 3 publications

(2 citation statements)

References 20 publications

(61 reference statements)

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“…This is what the study by Elazzab & Kacar (2020) indicates: the majority of students may succeed in moving between the levels of the Solo classification. On the contrary, most of the students were unable to find a link between the algebraic concepts they learned and the non-routine problem (Agustyaningrum et al, 2020;Andrade & Pasia, 2020;Augusto et al, 2022;Chirove & Ogbonnaya, 2021;Gözde, 2020;Leow & Kaur, 2024). SOLO taxonomy levels made it possible to measure the degree to which students acquired coordinate geometry concepts and to determine the degree of academic progress achieved.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Using the SOLO Taxonomy in Acquiring Students the Concepts of Coordinate Geometry

Ghunaimat,

Alawneh

2024

IJORER Int. J. Recent Educ. Res.

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Objective: The study aimed to investigate the effect of using the SOLO taxonomy levels on Prince Faisal Technical College students' acquisition of coordinate geometry concepts. To achieve the study's objective, Method: The researcher developed a test of acquisition of coordinate geometry concepts. The study used the semi-experimental approach with a pre-post design, and it was applied to (51) students from the college, who were divided into two groups: one experimental (25) student studied using the SOLO taxonomy levels, and the other controlled (26) students studied in the usual way. Results showed a positive effect of using the SOLO taxonomy as a strategy for teaching mathematics, especially in students' acquisition of concepts of coordinate geometry. The study recommended using the SOLO Taxonomy levels on students' acquisition of mathematical concepts in other fields such as algebra, statistics, etc. Novelty: This research presents novelty through the use of Solo taxonomy levels of classification in teaching mathematics, designing a teaching strategy to enable students to acquire concepts of coordinate geometry so that it is easy for teachers to implement this strategy in teaching mathematics.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Using the SOLO Taxonomy in Acquiring Students the Concepts of Coordinate Geometry

Ghunaimat,

Alawneh

2024

IJORER Int. J. Recent Educ. Res.

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“…Hurrell (2021) argues that procedural learning must be linked to conceptual knowledge to encourage the development of an understanding of concepts that align with what is observed in the subject. Chirove & Ogbonnaya (2021) show that if mathematics teachers apply an alliance of factual knowledge, procedural abilities, and conceptual knowledge, it provides a powerful way to learn algebra. Furthermore, students taught using procedures without understanding concepts are often unsure when or how to use what they know, and such learning is fragile and ineffective.…”

Section: Rmentioning

confidence: 99%

Investigating Pedagogical Content Knowledge and Decision-Making on Algebraic Tasks

Mastuti

2023

J. Rev. Pemb. Mat.

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Pedagogical Content Knowledge (PCK) tasks and decision-making are closely related to teaching and learning mathematics. This study aims to investigate teacher PCK in decision-making on different algebra tasks and to see activity in teacher-student interactions. This research is qualitative, with a research approach used as a case study. The participants in this study were only one teacher with different characteristics in mathematics tasks. Data collection consisted of primary research data from class observations, teacher interview transcripts, and researcher notes, while documents such as teacher notes were secondary data. Data analysis was carried out directly based on class observations and interviews. The findings in this study reveal teacher PCK through teacher decision-making regarding algebraic tasks in Swartz & Perkins (2016) three theories of thinking: generating ideas, clarifying ideas, and assessing the reasonableness of ideas.

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The Impact of Differentiated Learning, Adversity Intelligence, and Peer Tutoring on Student Learning Outcomes

Hidayat,

Ruhiat,

Anriani

et al. 2024

IJORER Int. J. Recent Educ. Res.

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Objective: Differentiation is a well-recognized strategy that assists teachers in addressing the needs of students with varying abilities in a classroom of students with different characteristics. The research investigates the impact of differentiation learning, adversity intelligence, and peer tutoring on student learning outcomes. Method: This research employs a statistical survey approach to guarantee outcome accuracy. The researchers employed a partial least squares-structural equation model (PLS-SEM) to determine the values of latent variables to make predictions. The questionnaire was used as the data-gathering tool in this study. The investigation occurred at a vocational high school in Serang Regency in Banten Province, Indonesia. Were 250 students in the vocational high school in Serang Regency, Indonesia. The sampling procedure was conducted using a random approach. Results: The statistical study of the structural model indicates a considerable positive link between differentiated learning and adversity intelligence. Adversity intelligence and peer tutoring were positively correlated. Differentiated learning is positively correlated with learning outcomes. Learning outcomes are positively correlated with peer tutoring. Novelty: This research presents novelty research that combines differentiated learning, adversity intelligence, and peer tutoring to examine their impact on student learning outcomes. This research is novel in its attempt to incorporate multiple variables into a single unit for investigation and exploration. This research is intriguing due to variations in emphasis, research participants, and incorporation of research factors compared to earlier studies.

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The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra

Cited by 3 publications

References 20 publications

The Effectiveness of Using the SOLO Taxonomy in Acquiring Students the Concepts of Coordinate Geometry

The Effectiveness of Using the SOLO Taxonomy in Acquiring Students the Concepts of Coordinate Geometry

Investigating Pedagogical Content Knowledge and Decision-Making on Algebraic Tasks

The Impact of Differentiated Learning, Adversity Intelligence, and Peer Tutoring on Student Learning Outcomes

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