when they could not interpret corre

when they could not interpret correlation that involved mathematical concepts in the sentence, for example,the wrong answer, which was A) 3x = 36. The students read the phrase "3 times" in the question andinterpreted it as 3x. According to Mary and Heather (2006), vocabulary plays an important role in learningmathematics concepts.There was a moderate correlation between procedural and conceptual understanding of mathematics. Thiscorrelation occurs because procedural understanding enables them to acquire mathematics concepts and yetincrease their conceptual understanding. The same goes the other way round where the students' conceptualknowledge enables them to master procedural understanding more. Rittle
et al
. (2001), indicate that thecorrelation between the two mathematics understandings were really understood.
Aust. J. Basic & Appl. Sci., 5(7): 684-691, 2011
690The procedures used by the students while solving mathematical problems shows the various levels of students' conceptual understanding. These findings are also similar to that of Star (2002), in which theconceptual knowledge is highly correlated to procedural knowledge. The same goes for the findings by Johann
et al
. (2005), which showed that the correlation between the conceptual and procedural achievement index issignificant. These findings also correspond with Rittle
et al
. (2001), which showed that the early conceptualknowledge of students predicts the increment in their procedural knowledge, whereas the increment inprocedural knowledge predicts the improvement in their conceptual knowledge. Furthermore, it showed thatconceptual and procedural knowledge developed iteratively. These findings also contradicted the findings byByrnes and Wasik (1991) who discovered that the correlation between the procedural and conceptualunderstanding was inconsistent and depended on the assignments given.
Conclusion:
Research reveals that most students display high levels of procedural understanding but a low level of conceptual understanding. Descriptive statistics showed that the procedural gains scores were higher than theconceptual gains scores. The respondents gained the highest score for questions that asked them to fill in thetable with values from the given figure and the lowest for questions that asked them to choose the beststatement to explain the changes of certain variables compared to other variables. They also gained the highestscore when asked to choose the suitable equations. They gained the lowest for the question asking them aboutconceptual understanding of the number of trees and in determining the linear relationship using conceptualunderstanding. Students should be exposed to procedural and conceptual understanding. In addition to that, bothunderstandings are highly correlated. Conceptual understanding enables students to solve mathematicalproblemsin various forms and novel settings. Students with high levels of conceptual knowledge are capable of solvingproblems that they have never come across before. Hence, a reformation in teaching is needed to boostconceptual understanding among students in order to minimize the use of algorithms and memorization. The results of this study corroborated and supplemented earlier studies conducted on secondary students

Results (Indonesian) 1:

when they could not interpret correlation that involved mathematical concepts in the sentence, for example,the wrong answer, which was A) 3x = 36. The students read the phrase "3 times" in the question andinterpreted it as 3x. According to Mary and Heather (2006), vocabulary plays an important role in learningmathematics concepts.There was a moderate correlation between procedural and conceptual understanding of mathematics. Thiscorrelation occurs because procedural understanding enables them to acquire mathematics concepts and yetincrease their conceptual understanding. The same goes the other way round where the students' conceptualknowledge enables them to master procedural understanding more. Rittleet al. (2001), indicate that thecorrelation between the two mathematics understandings were really understood. Aust. J. Basic & Appl. Sci., 5(7): 684-691, 2011690The procedures used by the students while solving mathematical problems shows the various levels of students' conceptual understanding. These findings are also similar to that of Star (2002), in which theconceptual knowledge is highly correlated to procedural knowledge. The same goes for the findings by Johannet al. (2005), which showed that the correlation between the conceptual and procedural achievement index issignificant. These findings also correspond with Rittleet al. (2001), yang menunjukkan bahwa conceptualknowledge awal siswa memprediksi peningkatan pengetahuan prosedural, sedangkan peningkatan pengetahuan inprocedural memprediksikan peningkatan pengetahuan konseptual. Selain itu, hal ini menunjukkan pengetahuan thatconceptual dan prosedural yang dikembangkan iteratively. Temuan ini juga bertentangan dengan temuan byByrnes dan Wasik (1991) yang menemukan bahwa korelasi antara prosedural dan conceptualunderstanding adalah tidak konsisten dan tergantung pada tugas-tugas yang diberikan.Kesimpulan:Research reveals that most students display high levels of procedural understanding but a low level of conceptual understanding. Descriptive statistics showed that the procedural gains scores were higher than theconceptual gains scores. The respondents gained the highest score for questions that asked them to fill in thetable with values from the given figure and the lowest for questions that asked them to choose the beststatement to explain the changes of certain variables compared to other variables. They also gained the highestscore when asked to choose the suitable equations. They gained the lowest for the question asking them aboutconceptual understanding of the number of trees and in determining the linear relationship using conceptualunderstanding. Students should be exposed to procedural and conceptual understanding. In addition to that, bothunderstandings are highly correlated. Conceptual understanding enables students to solve mathematicalproblemsin various forms and novel settings. Students with high levels of conceptual knowledge are capable of solvingproblems that they have never come across before. Hence, a reformation in teaching is needed to boostconceptual understanding among students in order to minimize the use of algorithms and memorization. The results of this study corroborated and supplemented earlier studies conducted on secondary students

Results (Indonesian) 2:

ketika mereka tidak bisa menafsirkan korelasi yang melibatkan konsep-konsep matematika dalam kalimat, misalnya, jawaban yang salah, yang A) 3x = 36. Para siswa membaca kalimat "3 kali" dalam pertanyaan andinterpreted sebagai 3x. Menurut Mary dan Heather (2006), kosa kata memainkan peran penting dalam learningmathematics concepts.There korelasi moderat antara pemahaman prosedural dan konseptual matematika. Thiscorrelation terjadi karena pemahaman prosedural memungkinkan mereka untuk memperoleh konsep matematika dan yetincrease pemahaman konseptual mereka. Hal yang sama berlaku babak cara lain di mana conceptualknowledge siswa memungkinkan mereka untuk menguasai pemahaman prosedural lebih. Rittle
et al
. (2001), menunjukkan bahwa thecorrelation antara dua pemahaman matematika benar-benar dipahami.
Aust. J. Dasar & Appl. Sci, 5 (7):. 684-691 2011
prosedur 690The digunakan oleh siswa saat memecahkan masalah matematika menunjukkan berbagai tingkat pemahaman konseptual siswa. Temuan ini juga mirip dengan bintang (2002), di mana pengetahuan theconceptual sangat berkorelasi dengan pengetahuan prosedural. Hal yang sama berlaku untuk temuan oleh Johann
et al
. (2005), yang menunjukkan bahwa korelasi antara konseptual dan prosedural indeks prestasi issignificant. Temuan ini juga sesuai dengan Rittle
et al
. (2001), yang menunjukkan bahwa conceptualknowledge awal siswa memprediksi kenaikan dalam pengetahuan prosedural mereka, sedangkan peningkatan pengetahuan inprocedural memprediksi peningkatan pengetahuan konseptual mereka. Selain itu, menunjukkan pengetahuan thatconceptual dan prosedural dikembangkan iteratif. Temuan ini juga bertentangan dengan temuan byByrnes dan Wasik (1991) yang menemukan bahwa korelasi antara prosedural dan conceptualunderstanding tidak konsisten dan tergantung pada tugas yang diberikan.
Kesimpulan:
Penelitian mengungkapkan bahwa sebagian besar siswa menampilkan tingkat tinggi pemahaman prosedural tetapi tingkat rendah konseptual pemahaman. Statistik deskriptif menunjukkan bahwa keuntungan skor prosedural lebih tinggi dari nilai keuntungan theconceptual. Responden memperoleh skor tertinggi untuk pertanyaan yang meminta mereka untuk mengisi thetable dengan nilai-nilai dari angka yang diberikan dan termurah untuk pertanyaan yang meminta mereka untuk memilih beststatement untuk menjelaskan perubahan variabel tertentu dibandingkan dengan variabel lain. Mereka juga memperoleh highestscore ketika diminta untuk memilih persamaan cocok. Mereka memperoleh termurah untuk pertanyaan meminta mereka aboutconceptual pemahaman tentang jumlah pohon dan dalam menentukan hubungan linear menggunakan conceptualunderstanding. Siswa harus terkena pemahaman prosedural dan konseptual. Selain itu, bothunderstandings sangat berkorelasi. Pemahaman konseptual memungkinkan siswa untuk memecahkan mathematicalproblemsin berbagai bentuk dan pengaturan baru. Siswa dengan tingkat tinggi pengetahuan konseptual mampu solvingproblems bahwa mereka tidak pernah menjumpai sebelumnya. Oleh karena itu, reformasi dalam mengajar diperlukan untuk boostconceptual pemahaman di antara siswa untuk meminimalkan penggunaan algoritma dan menghafal. Hasil penelitian ini dikuatkan dan ditambah studi sebelumnya yang dilakukan pada siswa sekunder