Conceptual and Procedural Performance in Fractions

Abstract

This study investigates the performances of the students in using knowledge and skills on conceptual and computational tasks using fractions. An essay type test including 14 conceptual and computational questions was developed and administered to 145 5th grade students who were studying in a private elementary school in Ankara. Students performed differently in questions, which were related to the same conceptual objective, according to the types of fractions they include. In the computational questions, performance in subtraction and multiplication of different kinds of fractions was lower than the performance in addition of different kinds of fractions.