Concept-Focused and Procedure-Focused Instruction on Algebra Performance of Grade 9 Students

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Abstract

This study examined concept-focused instruction (CFI) and procedure-focused instruction (PFI) for ninth graders’ algebra achievement. The result indicated that students with mathematics difficulties (MD) who received less CFI and more PFI and students without MD who received more CFI and less PFI were more positively associated with algebra achievement. However, this study’s findings do not suggest that teachers should disregard CFI and provide only PFI when teaching students with MD. Because the data set did not include any variable to discover whether teachers provided sufficient support (i.e., evidence-based practices) for students with MD to benefit from CFI, the findings of this study should be interpreted cautiously. Directions for future research and practical implications are discussed.

Author

• Jihyun Lee, University of Wyoming