ISSN: 2222-6990
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This study examined the need for sequential digital applications of arithmetic operations to promote conceptual and procedural learning among primary school mathematics teachers. This study takes a quantitative approach with survey methods. This study's respondents included 500 primary school mathematics teachers from Malaysia's five zones namely north, central, eastern, southern, and Borneo. The data was collected via a questionnaire. The descriptive statistical analysis results highlight the practice of teaching methods that should be used in the application, such as animation movies, interactive quizzes, and online games. The results for teachers' perceptions of conceptual and procedural understanding in primary school mathematics teaching and learning (T&L) for the field of arithmetic operations are very high. Most teachers agreed that the acceptance and usefulness of sequential digital applications based on conceptual and procedural knowledge during the teaching and learning process is critical. The majority of teachers agreed that this application should be created based on a study of the level of digital application development requirements. This study's implications can assist researchers in constructing a sequential digital application of arithmetic operations (DASAO) to enhance conceptual and procedural learning in primary school mathematics.
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