International Journal of Educational and Psychological Studies

Volume 11 - Issue 2 (4) | PP: 301 - 315 Language : العربية
DOI : https://doi.org/10.31559/EPS2022.11.2.4
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The Relationship between Student-Teachers' Conceptual and Procedural Knowledge and their Level in the Major Capabilities Test of Mathematics Teachers

Mohammed Hamad Al-Khuzaim
Received Date Revised Date Accepted Date Publication Date
21/11/2021 2/12/2021 18/12/2021 21/4/2022
Abstract
This study aimed to explore the relationship between student-teachers' conceptual and procedural knowledge and their results in the major capabilities test of mathematics teachers. A correlative descriptive approach was used in that a sample of (35) student-teachers who graduated in the academic years 2019 and 2020 from Hail University was selected. Two tests were designed for testing both the conceptual and procedural knowledge. The researcher used the students' results in the major capabilities test of mathematics teachers designed by the Authority of Education Evaluation in the Kingdom of Saudi Arabia. The findings of the study revealed that: the degree of student-teachers' conceptual knowledge was low while the degree of the conceptual one was average; they were weak in the major capabilities; and there was no correlation between conceptual knowledge and the sample's results in the major capabilities test. The study recommended who are working on the mathematics qualification programmes at Hail University to revise and develop the courses of the major so as to achieve balance in introducing both conceptual and procedural knowledge.


How To Cite This Article
Al-Khuzaim , M. H. (2022). The Relationship between Student-Teachers' Conceptual and Procedural Knowledge and their Level in the Major Capabilities Test of Mathematics Teachers. International Journal of Educational and Psychological Studies, 11 (2), 301-315, https://doi.org/10.31559/EPS2022.11.2.4

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