THE EFFECT OF USING STEPANS’ MODEL OF CONCEPTUAL CHANGE ON THE MODIFICATION OF ALTARNATIVE MATHEMATICAL CONCEPTS AND THE ABILITY OF SOLVING MATHEMATICAL PROBLEMS OF NINTH GRADE STUDENTS IN JORDAN

Abstract

The present study investigates the effect of using Stepans’ model of conceptual change on students’ modification of alternative mathematical concepts and on their ability of solving mathematical problems. The investigation was conducted by using ninth graders in two different sections in a secondary school in Amman. This study dealt with intact groups, but the treatments were randomly assigned to the classes so that the conceptual change group (CCG) contains one section and the non-conceptual change group (NCCG) contains the other section. An analysis of covariance (ANCOVA) showed that the CCG outperformed the NCCG in terms of students’ modification of alternative mathematical concepts and their ability of solving mathematical problems. Classroom implications and suggestions for further research are included.