The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra

Munyaradzi Chirove(1*), Ugorji Iheanachor Ogbonnaya(2)

(1) Department of Science, Mathematics & Technology Education, University of Pretoria, South Africa
(2) Department of Science, Mathematics & Technology Education, University of Pretoria, South Africa
(*) Corresponding Author


The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra.


Algebra, conceptual knowledge, procedural knowledge, mathematics, South Africa

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