The Effect of Driver's Model for Conceptual Change on Modifying the Alternative Perceptions of Mathematical Concepts for the 6th Grade Pupils at The Primary Education Stage

Abstract

This study aimed at identifying the effect of Driver's Model for conceptual change on modifying the alternative perceptions of mathematical concepts for the 6th grade pupils at the primary education stage. For achieving this objective, two units )i.e. fraction operations and conventional and decimal fractions( of the 6th grade's mathematics book were analyzed to identify the mathematical concepts and then construct a test for checking them. A sample of )64( pupils from grade 6 was selected in Hael, KSA, which in turn was divided into two groups: experimental and control. The experimental group was exposed to teaching mathematics using Driver's Model while the control group was taught in the ordinary method. However, the findings revealed that there were significant statistical differences among the means of the sample's marks of both groups when post-testing the alternative perceptions in favor of the experimental group. Finally, the study ends with recommendation, one of which is teaching mathematics for the primary stages, using Driver's Model as proved efficient for correcting the common errors of the mathematical concepts.