Conceptual and Procedural Knowledge of Students of Nepal in Algebra: A Mixed Method Study

Mathematical knowledge has been defined in several ways the literature of mathematics education. Procedural (PK) and conceptual (CK) or both types are emphasis construction. This is a research-based paper extracted from dissertation MEd education first author under supervision remaining two authors. In this context, explanatory mixed method research study was carried out to find students’ level PK CK algebra explore why students develop such knowledge. quantitative part, survey conducted among 360 grade eight 9 public schools Kathmandu Metropolitan City. The revealed that have lower (x̅ =8.56) but higher (y̅ =14.05) 20 moderate positive correlation (r=+0.559, p<0.05) between CK. regression equation was: CK=3.716+0.345(PK). Similarly, dependent, independent upon gender respondents. qualitative two-phase interview with six participants followed by group discussion four teachers teaching at same level. phase concluded weak reasoning, critical thinking, representational comparing algebraic quantities. reason because seemed be forced/encouraged procedural fluency teachers’ methods which oftentimes neglect progressive pedagogical approaches. useful for everyone who working on educational reform emphasize meaningful learning.