<![CDATA[Background: Conceptual understanding is a fundamental goal of mathematics education, yet many university students continue to experience difficulties in developing deep mathematical understanding due to the predominance of procedural and teacher-centered instruction. Meaningful learning has been proposed as an approach that promotes conceptual development by connecting new knowledge with students’ prior knowledge. Aims: This study investigated the implementation of meaningful learning in university mathematics classrooms, examined its effects on students’ conceptual understanding, and identified challenges encountered during its implementation. Methods: An explanatory sequential mixed-method quasi-experimental design was employed involving 57 undergraduate students in a Mathematics Education Program. The experimental group (n = 29) received meaningful learning instruction, while the control group (n = 28) received conventional instruction. Quantitative data were collected through a conceptual understanding test and a perception questionnaire, while qualitative data were obtained through classroom observations and interviews. Result: The experimental group achieved significantly higher conceptual understanding scores than the control group (p < 0.001), with a moderate N-gain (0.49) and a large effect size (d = 0.83). Students reported positive perceptions of meaningful learning (M = 4.01). Qualitative findings indicated that prior knowledge activation, contextual problems, collaborative discussion, and reflection supported students’ conceptual development. Conclusion: The findings suggest that meaningful learning can support conceptual understanding and provide a useful framework for conceptually oriented mathematics instruction in higher education.]]>
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