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All Journal Journal of Education and Learning (EduLearn) Journal on Mathematics Education
Achtaich, Naceur
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Humanities Education Library & Information Science Mathematics Social Sciences Other

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Evaluation of procedural and conceptual knowledge of mathematical functions: A case study from Morocco Qetrani, Safâ; Achtaich, Naceur
Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i2.pp211-238

Abstract

To measure the procedural and conceptual knowledge of functions and to clarify the relationship between them in the context of mathematics education in Morocco, a structural equation modeling (SEM) analysis was used. In addition, correlation tests between students’ grades at their Mathematical Analysis Assessments and their procedural and conceptual knowledge of functions scores were established to investigate whether students' grades mainly reflect their performance on procedural knowledge or conceptual knowledge. The sample consisted of 337 high school Moroccan students. The study findings indicated that a large group of participants scored high in procedural tasks but low in conceptual tasks. Besides, the participants’ grades in their exams correlate much more strongly with the estimated procedural knowledge scores than the estimated conceptual knowledge scores. On the other hand, the confirmatory factor analysis of the SEM confirmed the reliability, validity, and fitness of the measurement model, whereas the path analysis of the SEM supports the genetic view causal relationship that procedural knowledge of functions is necessary but not sufficient condition for conceptual knowledge. These results provide a theoretical foundation for improving mathematics education by working on the content of the assessments, the teachers’ teaching approaches, and the students’ learning strategies.
Comparative analysis of contextualization in mathematics textbooks in Morocco, Canada, and China Chaari, Kenza; Achtaich, Naceur; Mamouni, My Ismail
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22736

Abstract

Textbooks play a key role in mathematics learning by structuring concepts and influencing teaching methods as well as students’ perception of the subject. The contextualization of mathematical concepts, by integrating real-world problems, is essential to encourage the application of knowledge to concrete situations. This study compares mathematics textbooks from Morocco, Canada, and China to analyze their pedagogical approaches, particularly regarding contextualization. Based on the theory of realistic mathematics education (RME), it examines how these textbooks make mathematics more concrete and relevant for students. By providing an international comparison, this study contributes to a better understanding of pedagogical practices and highlights the importance of appropriate contextualization to improve mathematics learning. It emphasizes the impact of editorial choices on how students perceive and engage with the subject. The analysis reveals that Chinese and Canadian textbooks offer a greater variety of contextualized problems and representations, which enhances students’ understanding. In contrast, Moroccan textbooks adopt a more abstract approach, limiting students’ motivation and performance.
Co-Authors Chaari, Kenza Mamouni, My Ismail Qetrani, Safâ