IJSSER

Title: IMPROVING MATHEMATICS LEARNING BY ADDING CONCEPTUAL TO PROCEDURAL INSTRUCTION
Authors: Eric Wang, Aditya Ailneni and John Leddo
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Eric Wang, Aditya Ailneni and John Leddo MyEdMaster, LLC, 13750 Sunrise Valley Drive, Herndon, VA, United States of America John Leddo is the Director of Research at MyEdMaster
MLA 8 Wang, Eric, et al. "IMPROVING MATHEMATICS LEARNING BY ADDING CONCEPTUAL TO PROCEDURAL INSTRUCTION." Int. j. of Social Science and Economic Research, vol. 6, no. 9, Sept. 2021, pp. 3491-3498, doi.org/10.46609/IJSSER.2021.v06i09.028. Accessed Sept. 2021. APA 6 Wang, E., Ailneni, A., & Leddo, J. (2021, September). IMPROVING MATHEMATICS LEARNING BY ADDING CONCEPTUAL TO PROCEDURAL INSTRUCTION. Int. j. of Social Science and Economic Research, 6(9), 3491-3498. Retrieved from https://doi.org/10.46609/IJSSER.2021.v06i09.028 Chicago Wang, Eric, Aditya Ailneni, and John Leddo. "IMPROVING MATHEMATICS LEARNING BY ADDING CONCEPTUAL TO PROCEDURAL INSTRUCTION." Int. j. of Social Science and Economic Research 6, no. 9 (September 2021), 3491-3498. Accessed September, 2021. https://doi.org/10.46609/IJSSER.2021.v06i09.028.
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Abstract: Today, the importance and growth of science, technology, engineering and math (STEM) fields have brought about an increase in demand for labor in which a proficiency in math is required. As students from elementary school to college look to develop their mathematical capabilities, different teaching formats of math courses have raised the question of which ones result in the greater mastery of the taught subject. As these courses provide the foundation from which many build their careers, the answer to this question is of the utmost importance. In the present experiment, we set out to compare whether adding conceptual instruction to procedural instruction improves learning compared to procedural instruction alone when students were taught a difficult math concept. 27 students were taught conditional probability in either a procedural only or procedural plus conceptual manner. Results showed that adding a modest amount of conceptual instruction to procedural instruction tripled problem-solving performance on a post-test. Results suggest that teaching procedures alone may not be sufficient as subject matter grows more complex and that adding conceptual instruction to procedural instruction may be necessary for subject matter mastery.

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