The Effect of Microlearning on Conceptual and Procedural Knowledge Acquisition in Algebra Teaching

In today's digital age, characterized by high levels of distraction, the microlearning method provides an effective and innovative solution for teaching abstract and complex disciplines, such as mathematics. This study examines the potential of microlearning to enhance the learning process by demonstrating its effectiveness in developing conceptual understanding and procedural skills, which form the foundation of mathematics. The purpose of this study is to determine the effect of algebra teaching using the microlearning approach on the conceptual and procedural knowledge of 6th-grade students. The study was conducted with 11 volunteer participants enrolled in the 6th grade. Ten microlearning lesson contents were prepared and implemented on the topic of algebraic expressions. In the study, data was collected with conceptual and procedural knowledge questions and analyzed using descriptive analysis methods. The findings show that the microlearning approach is effective in helping students understand the concept of algebraic expressions. It was concluded that students showed improvement in defining algebraic expressions and understanding that letters represent numbers. In particular, the fact that 81% of students were successful in finding the value of algebraic expressions (procedural knowledge) supports the effect of algebra teaching using the microlearning approach on students' procedural knowledge. It is important to investigate the impact of the microlearning approach not only in algebra but also in other areas of mathematics.