The Negative Sign and Exponential Expressions: Unveiling Students' Persistent Errors and Misconceptions

Autor/inn/en	Cangelosi, Richard; Madrid, Silvia; Cooper, Sandra; Olson, Jo; Hartter, Beverly
Titel	The Negative Sign and Exponential Expressions: Unveiling Students' Persistent Errors and Misconceptions
Quelle	In: Journal of Mathematical Behavior, 32 (2013) 1, S.69-82 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2012.10.002
Schlagwörter	Numbers; Algebra; Calculus; College Mathematics; Misconceptions; Error Patterns; College Students + Suchen Sie Ihr Suchwort? Zahlenraum; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Missverständnis; Fehlertyp; Collegestudent
Abstract	The purpose of this study was to determine whether or not certain errors made when simplifying exponential expressions persist as students progress through their mathematical studies. College students enrolled in college algebra, pre-calculus, and first- and second-semester calculus mathematics courses were asked to simplify exponential expressions on an assessment. Persistent errors are identified and characterized. Using quantitative and qualitative methods, we found that the concept of negativity played a prominent role in most of the students' errors. We theorize that an underdeveloped conception of additive and multiplicative inverses is the root of these errors. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10