Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Michael D'Erchie, Claire Forsmann, Michael Schneider, Andreas Obersteiner
Technical University of Munich
⬇ Download PDFResearch on individual differences in mathematics learning often distinguishes between conceptual and procedural knowledge and has reported distinct learner profiles based on this distinction. However, most of these studies rely on sum scores that do not account for item difficulty. The present study applied latent profile analysis to ability measures derived from Rasch-scaling measures of conceptual and procedural knowledge in fractions and algebra among 357 seventh-grade students. Across both domains, profiles differed in overall proficiency but not in the relative levels of conceptual and procedural knowledge. No profiles showed high conceptual and low procedural knowledge, or vice versa. These findings support theoretical models that posit a mutually reinforcing development of both knowledge types.
fractionsalgebraconceptual and procedural knowledgeRasch analysis