Teaching and learning mathematics at the university based on an integrated (conceptual-procedural) approach

We proposed teaching practices based on the educational strategy of Inquiry-based learning (IBL). These practices include (i) determining learning objectives to focus students' attention and motivate them to achieve them; (ii) solving problems with high cognitive demands that encourage students to search, research, solve problems, and make connections; (iii) engaging students in productive work on knowledge construction and fostering meaningful mathematical discourse; (iv) procedural fluency training based on conceptual understanding.

We also confirmed the effectiveness of the integrated conceptual and procedural approach through an experiment.