Differentiating the Influence of Procedural and Conceptual Knowledge of Fractions on Mathematical Self-Concept

• In Event: Roundtable Session 27
  In Roundtable Session: Roundtable: Self Beliefs and Valuing of Mathematics

Abstract

Positive beliefs about mathematics are critical for the pursuit of courses and careers in STEM fields. Knowledge of fractions has recently been identified as a predictor of students' beliefs about mathematics. The present study differentiates the contributing role of procedural and conceptual knowledge in that relationship. Sixty-four undergraduates were assessed on their procedural and conceptual knowledge of fractions, mathematical self-efficacy, and attitudes towards mathematics. The results revealed that both procedural and conceptual knowledge of fractions were related to mathematical self-efficacy and attitudes towards mathematics. However, conceptual knowledge held a stronger and overriding role compared to procedural knowledge. Developing students' conceptual knowledge of fractions may play a crucial role in their pursuit of advanced math courses and STEM careers.

Authors

• Jonna La Joy, University of California - Santa Barbara

• John Jirair Jabagchourian, San José State University