Examining 8th grade students' conceptual understanding processes through skill-based questions

This research aims to investigate middle school students' conceptual understanding processes while solving skill-based mathematics questions. The study employed a teaching experiment method, working with seven middle school students for approximately three months. Data collection tools included procedural knowledge tests, skill-based mathematics questions, interviews, and supplementary teaching sessions. The concept of mathematical site was used to examine students' processes of understanding and applying mathematical concepts in greater depth. Skill-based questions were structured in three stages of increasing difficulty. Results showed significant progress in students' conceptual understanding levels at each stage. Students improved in relating mathematical concepts and problem-solving skills. Notably, conceptual understanding developed in areas such as ratio-proportion, probability, exponents, and geometric concepts. The research demonstrated that skill- based tests effectively enhanced students' abilities to understand mathematical concepts and apply them to problem-solving. Conclusion: This study highlighted the crucial role of skill-based questions in improving students' conceptual understanding and mathematical skills. Teachers are recommended to design activities aimed at increasing students' conceptual understanding and mathematical thinking skills.