The connection between procedural and conceptual knowledge and problem-posing skills on addition and subtraction of fractions of prospective primary teachers

Yesi Martha Afrillia, Zetra Hainul Putra, Eddy Noviana, Riyan Hidayat, Dahnilsyah Dahnilsyah


This study aims to examine the connections between procedural and conceptual knowledge of addition and subtraction of fractions and the problem-posing skills of prospective primary teachers. The applied method is a correlational study with structural equation modeling-partial least square (SEM-PLS) analysis. The sample in this research was 101 third-year students from a primary teacher education study programme of a public university in Riau, Indonesia. The results show that prospective primary teachers have high procedural knowledge and problem-posing skills on addition and subtraction. However, they have poor performance on problems related to conceptual knowledge of addition and subtraction of fractions. Then, the results also show that there is a significant connection between procedural and conceptual knowledge and problem-posing skills on addition and subtraction of fractions of prospective primary teachers. This study implies that improving prospective primary teachers’ procedural and conceptual knowledge could raise their problem-posing skills on adding and subtracting fractions.


conceptual knowledge; procedural knowledge; problem-posing skills; prospective primary teachers


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