In the research, a quasi-experimental model was applied and the experimental group received the process approach to learning and teaching mathematics, which builds on the cognitive-constructivist findings of educational profession about learning and teaching mathematics. In the control group, the transmission approach prevailed.
In the research, the question was answered of what impact the implementation of the process approach to learning and teaching mathematics has on the learner’s knowledge, which can be tested and assessed.
Students in the experimental group (EG) performed significantly better in basic and conceptual knowledge, in solving simple mathematical problems, and in complex knowledge than those in the control group. Results of the research have also shown that there are statistically significant correlations between individual areas of mathematical knowledge. The correlations between the areas of knowledge are from medium high to high, indicating that conceptual knowledge correlates significantly with solving simple mathematical problems and with complex knowledge.