Conceptual and Procedural Knowledge of Rational Numbers for Riyadh Elementary School Teachers

Abstract

The present study aims to investigate the conceptual and procedural knowledge of Riyadh primary school mathematics teachers' regarding rational numbers. The sample of the study consisted of 57 mathematics teachers in Riyadh primary schools during the second semester of the academic year 2012/2013. More specifically, the sample consisted of 27 novice teachers and (30) experienced teachers. To achieve the objectives of the study, conceptual and procedural knowledge regarding rational numbers were tested by an instrument with well-established reliability and validity. The findings of the present study indicated that mathematics teachers in Riyadh primary schools have average conceptual and procedural knowledge regarding rational numbers. In addition, there was statistically significant difference at (α = ≤0.05) between the mean scores of teachers' conceptual knowledge and the mean score of their procedural knowledge. The difference was in favor of the procedural knowledge. Moreover, the study found that there was a statistically significant difference at (α ≤ 0.05) between the mean scores of novice teachers and experienced teachers. This difference was in favor of experienced teachers. It also revealed that there was a non-statistically significant weak positive correlation between teachers' conceptual knowledge and their procedural knowledge regarding rational numbers.