Even as early as kindergarten, children start to use their counting skills to solve simple problems like addition (Kilpatrick, Swaford, and Findell 2001). This study is based on research conducted in a primary school where a majority of 27 students aged between 7 and 9 had serious difficulties in problem-solving in mathematics. The purpose of the study was to ascertain why the whole body of students had such difficulties and why in such depth. The students were studied over an extended period and were interviewed face-to-face. These interviews were videotaped, studied and analyzed and the relevant data extracted. The results are examined in this article. The findings disclosed a number of weaknesses in counting strategies when attempting simple addition problems. The study should stimulate teachers to understand the symptoms of the poor performance and then prescribe appropriate remedial action. Copyright © 2022 JTE.
|Journal||Journal of Teaching and Education|
|Publication status||Published - 2022|
CitationKwan, Y. L. L. (2022). The interplay between conceptual and procedural knowledge in the learning of mathematics: A symbiotic relationship between theory and practice. Journal of Teaching and Education, 8(2), 47-58.
- Conceptual knowledge
- Procedural knowledge
- Symbiotic relationship
- Mathematics difficulties