Pengetahuan prosedural dan pengetahuan konseptual dalam penambahan dua pecahan
The topic of Fraction in Mathematics can be taught by using both procedural and conceptual methods. Fraction is a pre-requisite skill to be acquired before students call learn the concepts of decimal, average and percentage. Students who are unable to acquire the concept of fraction will encounter p...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2009
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/30079/1/Abdul%20Rahim%20Bin%20Roslie%20ft.pdf |
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| Summary: | The topic of Fraction in Mathematics can be taught by using both procedural and conceptual methods. Fraction is a pre-requisite skill to be acquired before students call learn the concepts of decimal, average and percentage. Students who are unable to acquire the concept of fraction will encounter problems to understand the subsequent topics of fraction. Use of digits in fractions differs in meaning and value from those of the based-l 0 system used in calculating. The research method instrument consists of two
types of i/ems: namely procedural and conceptual. There are three set of questions (A, B and C) in the instrument. All items are equivalent in difficulties. The research finding
indicates that some respondents implemented errors procedures in procedural knowledge, had misunderstanding concepts in constructive schemes in conceptual
knowledge. Error in procedures and misunderstanding concepts in constructive schemes had been found to form certain patterns. The findings have also identified hour
procedural patterns for set A, three in set B and three patterns in set C. As for misunderstanding concepts in constructive schemes, it had been found that there are
four patterns in set A, ten patterns in set B and eleven patterns in set C. These patterns signify the students ' mental processes while adding two fractions. Among some
important factors influencing the existermic of three patterns are memorization of procedure, inaccurate use of terms, inability to differentiate between the meaning ill the usage of digits for fractions and based-lO system, as well as inadequate exposure to conceptual solutions. |
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