PROCEDURAL KNOWLEDGE VERSUS CONCEPTUAL KNOWLEDGE OF FRACTION: An Indonesian Junior High School Case Study Winda Ramadianti, Nanang Priatna, Kusnandi
Universitas Pendidikan Indonesia
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.
