The Level of Conceptual and Procedural Knowledge in Mathematics and Its Relationship to Creative Thinking among Gifted Students

Abstract

The present study aimed at measuring the levels of conceptual and procedural knowledge in mathematics among seventh grade gifted students in King Abdullah II schools for Excellence. In addition, this study aimed to investigate the association between the levels of conceptual and procedural knowledge on one hand and the level of students’ creative thinking on the other hand. A sample of 224 seventh grade students were recruited in this study. To collect data, the researcher used a conceptual knowledge achievement test (20 items), a procedural knowledge skills test (20 items) and Torrance Creative Thinking Test (TCTT). The results revealed the seventh-grade gifted students had a moderate level of conceptual knowledge and a moderate level of procedural knowledge. In addition, it was found that there is a statistically significant positive correlation between conceptual knowledge and creative thinking and a statistically significant positive correlation between procedural knowledge and creative thinking. The study concluded that both conceptual and procedural knowledge are significantly and positively associated with gifted students’ creative thinking. The study recommended adoption of more recent teaching strategies to improve the levels of both conceptual and procedural knowledge, in addition to the level of creative thinking among gifted students in Jordan.