A Proposed Model for Balancing between Conceptual and Procedural Knowledge when Teaching Mathematics

Objectives: This study aimed to introduce a proposed teaching model for balancing between conceptual and procedural knowledge. Method: A descriptive analysis methodology was used through reviewing a number of studies, analysing them, and identifying their findings concerning conceptual and procedural knowledge and the balance between when teaching mathematics. Results: In addition, a descriptive survey methodology was used. The findings of the study revealed that teachers of maths did not pay attention to the balance between conceptual and procedural knowledge during teaching. Conclusion: The study proposed a teaching model, based on learning theories and scientific principles, to help teachers of maths develop balance between conceptual and procedural knowledge.