A Proposed Model for Balancing between Conceptual and Procedural Knowledge when Teaching Mathematics
Year: 2024
Type: article
Abstract: Objectives: This study aimed to introduce a proposed teaching model for balancing between conceptual and procedural knowledge. Method: A descriptive analysis methodology was used through reviewing a number of studies, analysing them, and identifying their findings concerning conceptual and procedural knowledge and the balance between when teaching mathematics. Results: In addition, a descriptive survey methodology was used. The findings of the study revealed that teachers of maths did not pay attention to the balance between conceptual and procedural knowledge during teaching. Conclusion: The study proposed a teaching model, based on learning theories and scientific principles, to help teachers of maths develop balance between conceptual and procedural knowledge.
Source: المجلة التربوية.
Authors: Mohammed M. Alqawas, Salwa Y. Alhadad
Institution: Ibb University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W6890043381
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