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Evaluation of Procedural and Conceptual Knowledge of Mathematical Functions: A Case Study from Morocco

Artigo2022

Safâ Qetrani; Naceur Achtaich

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Resumo

To measure the procedural and conceptual knowledge of functions and to clarify the relationship between them in the context of mathematics education in Morocco, a structural equation modeling (SEM) analysis was used. In addition, correlation tests between students' grades at their Mathematical Analysis Assessments and their procedural and conceptual knowledge of functions scores were established to investigate whether students' grades mainly reflect their performance on procedural knowledge or conceptual knowledge. The sample consisted of 337 high school Moroccan students. The study findings indicated that a large group of participants scored high in procedural tasks but low in conceptual tasks. Besides, the participants' grades in their exams correlate much more strongly with the estimated procedural knowledge scores than the estimated conceptual knowledge scores. On the other hand, the confirmatory factor analysis of the SEM confirmed the reliability, validity, and fitness of the measurement model, whereas the path analysis of the SEM supports the genetic view causal relationship that procedural knowledge of functions is necessary but not sufficient condition for conceptual knowledge. These results provide a theoretical foundation for improving mathematics education by working on the content of the assessments, the teachers' teaching approaches, and the students' learning strategies.

Dados da obra

Tipo
Artigo
Periódico
Journal on Mathematics Education
Ano
2022
Idioma
en
Palavras-chave
Correlation; Mathematics Instruction; Foreign Countries; Factor Analysis; Mathematical Concepts; Concept Formation; Learning Strategies; High School Students; Ethics; Reliability; Validity; Attribution Theory; Teaching Methods; Grades (Scholastic); Mathematics Tests; Educational Improvement; Goodness of Fit
Temas
Avaliação
ISSN
2087-8885
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
QETRANI, Safâ; ACHTAICH, Naceur. Evaluation of Procedural and Conceptual Knowledge of Mathematical Functions: A Case Study from Morocco. Journal on Mathematics Education, 2022. Disponível em: https://eric.ed.gov/?id=EJ1379149. Acesso em: 5 nov. 2026.

APA

Qetrani, S., & Achtaich, N. (2022). Evaluation of Procedural and Conceptual Knowledge of Mathematical Functions: A Case Study from Morocco. Journal on Mathematics Education. https://eric.ed.gov/?id=EJ1379149

BibTeX
@article{qetrani2022,
  author = {Qetrani, Safâ and Achtaich, Naceur},
  title = {Evaluation of Procedural and Conceptual Knowledge of Mathematical Functions: A Case Study from Morocco},
  year = {2022},
  journal = {Journal on Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1379149},
  language = {en}
}
RIS
TY  - JOUR
AU  - Qetrani, Safâ
AU  - Achtaich, Naceur
TI  - Evaluation of Procedural and Conceptual Knowledge of Mathematical Functions: A Case Study from Morocco
PY  - 2022
JO  - Journal on Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1379149
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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