Conceptual And Procedural Knowledge In Mathematics And Its Relationship To Mathematical Thinking Among Jordanian Teachers

Here we investigate the level of conceptual and procedural knowledge in mathematics and its relation to mathematical thinking among the teachers of grades one to three in Jordan. In this quantitative study, 100 teachers were randomly selected from the Directorate of Education of the Al-Jameah state for the academic year 2018/2019. The researcher tested the conceptual and procedural knowledge of these teachers, as well as their mathematical thinking. The level of conceptual knowledge, procedural knowledge, and mathematical thinking among the teachers were low, and there were significant differences (α = 0.05) when comparing their conceptual and procedural knowledge; procedural knowledge was greater the conceptual knowledge. There was a positive relationship between the level of conceptual knowledge and mathematical thinking, and also a positive relationship between the level of procedural knowledge and mathematical thinking