Learners’ Computational and Conceptual Understanding: Factors and Implications through a mediated mechanism

This study investigates learners' computational and conceptual mathematical understanding of algorithms in a developing country’s classrooms, examining the role of various factors on their mathematical comprehension of 71 learners, utilizing partial least squares–structural equation modelling in a survey design. The effect of learners' age, frustration, gender, educational level, and prior knowledge on their mathematical understanding as well as other mediated mechanisms were explored. Our findings indicate that learners' age does not significantly affect their mathematical comprehension. However, frustration significantly impacts learners of different educational levels. Gender does not exert a significant influence on mathematical abilities. Educational levels also do not significantly affect learners' understanding of mathematical problem-solving steps. Additionally, learners' ability to explain mathematical topics is not dependent on their previous knowledge or geographical location. None of the specific indirect effects or the mediated factors were supported. This research highlights the importance of effective teaching strategies and engaging content in promoting mathematical understanding, regardless of learners' age, gender, educational level, or location. This study offers a comprehensive analysis of learners' mathematical comprehension, considering various factors that have not been extensively explored thereby contributing insights into the relationships between learners' characteristics and their ability to understand and solve mathematical problems.