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RESEARCH PAPER
Enhancing Students’ Conceptual and Procedural Knowledge Using a New Teaching Approach of Linear Equations Based on the Equivalence Concept
1
Laboratory of Analysis, Modelling and Simulation (LAMS), Hassan II University of Casablanca, B.P 7955, Sidi Othman, Casablanca, MOROCCO
2
The Regional Center for Education and Training Professions in Agadir, MOROCCO
Publication date: 2021-05-27
EURASIA J. Math., Sci Tech. Ed 2021;17(7):em1978
KEYWORDS
conceptual knowledgeprocedural knowledgelinear equationsequivalenceapproachflexibilityerrors categories
ABSTRACT
Conceptual understanding is one of the main concerns of mathematics education. Numerous
research have discussed student understanding of algebraic concepts, linear equations in
particular. This research was drawn upon in order to develop a new approach for teaching and
learning linear equations based on the equivalence concept, one that aims to improve students’
algebraic thinking. The purpose of this paper is to evaluate the effectiveness of the equivalence
approach teaching method over the traditional teaching method in improving students’ flexibility
and minimizing their errors in solving equations. The sample consisted of 61 junior-high-school
Moroccan students that were assigned randomly to two groups: the control group and the
experimental group. Within the posttest-only control group experimental design, the Mann-Whitney U test was used to compare differences in posttest scores between the two independent
groups. Findings indicate that the equivalence approach teaching method was effective in
enhancing students’ flexibility and in minimizing two categories of errors: conceptual and
transformations errors.
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