The impact of intentional conceptual change-based instruction on students' motivation and understanding of the density of real numbers

النوع : Mémoire

The density of real numbers is one of the most complex concepts in mathematics a nd is one of the fundamental bases of calculus. Research studies showed that pri or knowledge about the structural properties of natural numbers can obscure the learning of the density of real numbers and had recommended a conceptual change- based learning environment for the learning of such a concept. In this study, a quantitative, pre-post control group design was adopted where two groups of grade nine students were assigned to two instructional approaches designed for teaching the density of real numbers. One group experienced intent ional conceptual change-based instruction and the other group experienced direct instruction. Prior to the intervention, the learning orientation level of all p articipants was scored. The level of understanding of the density of real number s of all participants was tested before, immediately after, as well as six weeks after the intervention. The students' interest level in learning for all partic ipants was accessed after every session of both instructional designs. Students that received the intentional conceptual change-based instruction showe d significantly higher immediate and delayed gains in the understanding of the d ensity of real numbers than those that received direct instruction. Also, studen ts that received the intentional conceptual change-based instruction showed high er levels of interest in learning than those that received direct instruction. T he intentional conceptual change-based design impacted students' immediate and d elayed gains in the understanding of the density of real numbers consistently ac ross different levels of learning orientation. Moreover, the intentional concept ual change-based design impacted students' interest in learning consistently acr oss different levels of learning orientation.