The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics
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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.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 19, Issue 2, February 2023, Article No: em2226
https://doi.org/10.29333/ejmste/12938
Publication date: 05 Feb 2023
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Article Downloads: 3160
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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