Abstract:
This study will focus on the impact of using animations as a tool to improve mathematical
pedagogy at Primary Level. The purpose of the study is to investigate: (a) the differences
in student’s conceptual understanding vs procedural understanding of mathematical
concepts b) post-test achievement between students who were exposed to mathematical
animations and formative feedback embedded in videos (c) observation of teachers in the
increase in students understanding when provided with mathematics animations and
formative feedback. Mixed method design will be used and data will be collected using pre
post test results, questionnaires and semi-structured interviews. The research findings will
propose the implications for improving conceptual understanding by the use of animations
and formative embedded cues.
