The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics

Yusuf Fakhraddin Hussein; Csaba Csíkos

doi:10.29333/ejmste/12938

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Yusuf Fakhraddin Hussein ¹ ² ^* , Csaba Csíkos ³

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¹ Faculty of Education and Psychology, Eötvös Loránd University, Budapest, HUNGARY² Mathematics Education ³ Faculty of Humanities and Social Sciences, University of Szeged, Szeged, HUNGARY^* Corresponding Author

Abstract

This study investigates how teaching for conceptual understanding alongside procedural knowledge affects students’ achievement in, anxiety about, and attitude toward mathematics. Purposive sampling was used to select 200 secondary school students from Erbil-Iraq. An experimental approach was applied to evaluate the sample study. In the experimental group, conceptual teaching was the focus. In the control group, conventional teaching was used. Pre- and post-tests for an achievement test, mathematics attitude scale, and abbreviated math anxiety scale were applied to both groups to reveal the effect of conceptual knowledge on students’ achievement, attitudes, and anxiety, respectively. Repeated measure ANOVA was used to analysis the data. The results show that there is a statistically significant difference in mathematics achievement between the two groups (p<.001). Students’ attitudes toward mathematics in treatment group developed positively. Nevertheless, teaching mathematics conceptually reduced anxiety among female students more effectively than it did among male ones.

Keywords

conceptual knowledge
procedural knowledge
mathematics achievement
mathematics anxiety
attitudes toward mathematics

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 2, Article No: em2226

https://doi.org/10.29333/ejmste/12938

Publication date: 05 Feb 2023

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Hussein, Y. F., & Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2226. https://doi.org/10.29333/ejmste/12938

Vancouver

Hussein YF, Csíkos C. The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. EURASIA J Math Sci Tech Ed. 2023;19(2):em2226. https://doi.org/10.29333/ejmste/12938

AMA

Hussein YF, Csíkos C. The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. EURASIA J Math Sci Tech Ed. 2023;19(2), em2226. https://doi.org/10.29333/ejmste/12938

Chicago

Hussein, Yusuf Fakhraddin, and Csaba Csíkos. "The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 2 (2023): em2226. https://doi.org/10.29333/ejmste/12938

Harvard

Hussein, Y. F., and Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2226. https://doi.org/10.29333/ejmste/12938

MLA

Hussein, Yusuf Fakhraddin et al. "The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 2, 2023, em2226. https://doi.org/10.29333/ejmste/12938