A Proposed Model for Balancing between Conceptual and Procedural Knowledge when Teaching Mathematics

Abstract

This study aimed to explore the situation of achieving the balance between conceptual and procedural knowledge when teaching maths; and introduce a proposed teaching model for balancing between conceptual and procedural knowledge. 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. In addition, a descriptive survey methodology was used through introducing the model to experts of maths to ensure the validity of steps, stages, and its significance.  The findings of the study revealed that teachers of maths did not pay attention to develop a balance between conceptual and procedural knowledge during teaching; rather, they focused on the procedural knowledge only. Finally, the study proposed a teaching model to help teachers of maths develop balance between conceptual and procedural knowledge with learners. This model involves three subsequent teaching stages in the form of logarithm to ensure a balance between conceptual and procedural knowledge in each stage. It is recommended that maths teachers should use this teaching model to achieve balance between conceptual and procedural knowledge when teaching maths.