Persistent and Pernicious Errors in Algebraic Problem Solving

Autor/inn/en	Booth, Julie L.; Barbieri, Christina; Eyer, Francie; Paré-Blagoev, E. Juliana
Titel	Persistent and Pernicious Errors in Algebraic Problem Solving
Quelle	In: Journal of Problem Solving, 7 (2014) 1, Artikel 3 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-6246
DOI	10.7771/1932-6246.1161
Schlagwörter	Algebra; Mathematics Instruction; Misconceptions; Mathematical Concepts; Error Patterns; Problem Solving; Incidence; Arithmetic; Equations (Mathematics); High School Students; Middle School Students; Assignments; Mathematics Tests; Word Problems (Mathematics); Standardized Tests; Illinois; Ohio; Virginia; Wisconsin + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Missverständnis; Fehlertyp; Problemlösen; Vorkommen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Equations; Mathematics; Gleichungslehre; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Assignment; Auftrag; Zuweisung; Textaufgabe; Standadised tests; Standardisierter Test
Abstract	Students hold many misconceptions as they transition from arithmetic to algebraic thinking, and these misconceptions can hinder their performance and learning in the subject. To identify the errors in Algebra I which are most persistent and pernicious in terms of predicting student difficulty on standardized test items, the present study assessed algebraic misconceptions using an in-depth error analysis on algebra students' problem solving efforts at different points in the school year. Results indicate that different types of errors become more prominent with different content at different points in the year, and that there are certain types of errors that, when made during different levels of content, are indicative of math achievement difficulties. Recommendations for the necessity and timing of intervention on particular errors are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01