Abstract

This study examined the relation between cognitive style and link between procedural and conceptual mathematical knowledge. It used a sample of 34 mathematically talented eleventh-grade students. A significant positive correlation was found between the students' achievements on the administered Embedded Figures Tests (where ``field-dependence-independence'' cognitive style has a very specific perceptual connotation) and the measures of link between their scores on procedural and conceptual mathematical knowledge. The same relation was again found in a group of particularly talented students who participated in mathematical competitions ($N = 16$), but not in the control group comprising other talented students ($N = 18$).

Keywords: Cognitive Style, Procedural Knowledge, Conceptual Knowledge, Linking Procedural and Conceptual Knowledge, Talented Students, Mathematics Education, Upper Secondary Education.

Pages:  91$-$95     

Volume  VI ,  Issue  2 ,  2003