The Relationship between Student-Teachers' Conceptual and Procedural Knowledge and their Level in the Specialized Competency Test of Mathematics Teachers’

Abstract

This study aimed to explore the relationship between student-teachers' conceptual and procedural knowledge and their level in the specialized mathematics teachers’ competency test. A correlational descriptive methodology was used. A sample of (35) student-teachers who were graduated in the academic years 2019 and 2020 from hael university was selected. Two tests were designed for testing both the conceptual and procedural knowledge. The researcher used the students' results in the specialized 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 procedural one was average; they were weak in the specialized capabilities; and there was no correlation between conceptual knowledge and the sample's results in the specialized competency test. The study recommended who are working on the mathematics qualification programs at Hael University to revise and develop the courses of specialized so as to achieve balance in introducing both conceptual and procedural knowledge.