MTAL students' procedural and conceptual knowledge of fractions and the relation of this knowledge with attitude, gender, self-efficacy, and anxiety

The purpose of this study is to investigate MTAL students' procedural and conceptual knowledge of fractions and the relation of this knowledge with attitude, self-efficacy, gender, and anxiety. This research was executed using correlation, which is a type of relational screening models. The sample of this research consists of students who receive education in two MTALs in Uşak's central town and town of Eşme. 106 students were in ninth grade, 132 of them were tenth grade. 127 of them were male and 111 were female, making up 238 students in total. Different scales and measures were used in order to gather data during the research. Those include "Questionnaire of Demographic Information" prepared by the researcher himself, "Scale of Attitude Towards Math" developed by Aşkar (1986), "Resources of Self-Efficacy for Math Scale" adapted into Turkish by Yurt and Sünbül (2014), "Scale of Anxiety for Math" developed by Duru (2016), "Fraction Achievement Test" developed by La Joy (2013) and adapted into Turkish by the researcher. KR-20 reliability of "Fraction Achievement Test" is found to be 0,78. As a result of the research, it is found that students scored better on procedural knowledge than conceptual knowledge of fractions, though it can be said that both types of knowledge are not sufficient. Data further shows that there is not significant difference between genders about procedural and conceptual knowledge. On the contrary, with respect to procedural knowledge, tenth grades scored better. However, there was no significant difference about conceptual knowledge between ninth and tenth grades. Moreover, there is a positive relationship between procedural knowledge and mathematical self-efficacy, anxiety and attitude and relationship between conceptual knowledge and mathematical self-efficacy. According to the results obtained from the data, when the mistakes are considered at the level of gender and grade, it is seen that the same mistakes are made by the students, hence it is necessary firstly to eliminate mistakes in teaching. Moreover, this research can be used for MTAL 11th and 12th grades and for all grades of other high schools.