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Conceptual Knowledge and Its Importance in Teaching Mathematics

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Název: Conceptual Knowledge and Its Importance in Teaching Mathematics
Autoři: Hussein, Y. F. (Yusuf)
Zdroj: Middle Eastern Journal of Research in Education and Social Sciences
Informace o vydavateli: Baynoon Centre for Studies and Development
Rok vydání: 2022
Sbírka: neliti (Indonesia's Think Tank Database)
Témata: Conceptual Understanding, Procedural Understanding, Teacher Perspectives, Conceptual Teaching, Indonesia
Popis: Purpose: This study highlights the importance of teaching conceptual knowledge alongside procedural knowledge in mathematics. It examines the effects of a lack of conceptual knowledge on students' responses to mathematics teaching from the perspectives of researchers and educators. Approach/Methodology/Design: This study draws on interviews with 30 secondary school mathematics teachers from Erbil in the Kurdistan region of Iraq on conceptual knowledge in mathematics. The study focuses on three main areas: mathematics teachers' perspectives on teaching conceptual knowledge, the conditions needed to teach conceptual knowledge, and the obstacles that they face in teaching conceptual knowledge. Findings: A thematic analysis of the interviews revealed that mathematics teachers believed that conceptual knowledge is as important as procedural knowledge. In addition, they believed that achieving a balance between conceptual and procedural understanding and emphasizing the connections between them are necessary for understanding real mathematics. Practical Implications: Many mathematics teachers tend to use traditional teaching methods that focus on procedure and neglect conceptual mathematics. The results of this study would offer insights into the difficulties associated with mathematics teaching. Moreover, it would have practical implications for curriculum planning, emphasizing the balance of both conceptual and procedural knowledge. Originality/value: The study focuses on mathematics teachers' perspectives on teaching mathematics conceptually, the conditions needed to teach conceptually, and the obstacles that they face in teaching mathematics conceptually.
Druh dokumentu: article in journal/newspaper
Popis souboru: application/pdf
Jazyk: Indonesian
Relation: https://www.neliti.com/publications/516444/conceptual-knowledge-and-its-importance-in-teaching-mathematics
Dostupnost: https://www.neliti.com/publications/516444/conceptual-knowledge-and-its-importance-in-teaching-mathematics
Rights: (c) Middle Eastern Journal of Research in Education and Social Sciences, 2022
Přístupové číslo: edsbas.B5BCB5E8
Databáze: BASE
Popis
Abstrakt:Purpose: This study highlights the importance of teaching conceptual knowledge alongside procedural knowledge in mathematics. It examines the effects of a lack of conceptual knowledge on students' responses to mathematics teaching from the perspectives of researchers and educators. Approach/Methodology/Design: This study draws on interviews with 30 secondary school mathematics teachers from Erbil in the Kurdistan region of Iraq on conceptual knowledge in mathematics. The study focuses on three main areas: mathematics teachers' perspectives on teaching conceptual knowledge, the conditions needed to teach conceptual knowledge, and the obstacles that they face in teaching conceptual knowledge. Findings: A thematic analysis of the interviews revealed that mathematics teachers believed that conceptual knowledge is as important as procedural knowledge. In addition, they believed that achieving a balance between conceptual and procedural understanding and emphasizing the connections between them are necessary for understanding real mathematics. Practical Implications: Many mathematics teachers tend to use traditional teaching methods that focus on procedure and neglect conceptual mathematics. The results of this study would offer insights into the difficulties associated with mathematics teaching. Moreover, it would have practical implications for curriculum planning, emphasizing the balance of both conceptual and procedural knowledge. Originality/value: The study focuses on mathematics teachers' perspectives on teaching mathematics conceptually, the conditions needed to teach conceptually, and the obstacles that they face in teaching mathematics conceptually.