| Summary: | Different pedagogies can affect how conceptual change and challenge of misconceptions occurs. The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating grade 8 students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitative-qualitative research design. The results showed that there was significant improvement in students’ achievement in mathematics and students’ attitude towards inquiry of mathematics lessons. However, enjoyment of mathematics lessons showed no change. Finally, recommendations for future research are proposed.
|
|---|