EJMT Abstract

In this study, 400 randomly selected mathematics tasks in a widely used LMS in Finland designed to function as electronic learning platform for mathematics for primary and secondary school pupils were analysed using conceptual and procedural knowledge-based emphases. The analysis showed that approximately 29% of the selected 400 math problems emphasized conceptual knowledge. The results of this study suggest that the LMS consists of more math tasks emphasizing procedural knowledge than conceptual knowledge at primary and secondary school levels. These results are similar to the former findings of studies on Finnish mathematics textbooks. It can be concluded that mathematics tasks in the LMS promote the learning of procedural knowledge, but the criticisms regarding the materials and their versatility are still relevant. Understanding how conceptual and procedural knowledge is emphasized in different LMS helps current and future teachers to select and adapt teaching and learning materials and methods to better meet the needs of their students.