Situating Student Errors: Linguistic-to-Algebra Translation Errors

Autor/inn/en	Adu-Gyamfi, Kwaku; Bossé, Michael J.; Chandler, Kayla
Titel	Situating Student Errors: Linguistic-to-Algebra Translation Errors
Quelle	In: International Journal for Mathematics Teaching and Learning, (2015), (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Algebra; Error Patterns; Guidelines; Mathematics Instruction; Models; Undergraduate Students; Elementary School Teachers; Teacher Education; Majors (Students); Task Analysis; Language Processing; Student Attitudes; Interviews; Discourse Analysis; Teacher Student Relationship; Problem Solving; Visual Aids + Suchen Sie Ihr Suchwort? Fehlertyp; Richtlinien; Mathematics lessons; Mathematikunterricht; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Aufgabenanalyse; Sprachverarbeitung; Schülerverhalten; Interviewing; Interviewtechnik; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen; Anschauungsmaterial
Abstract	While it is well recognized that students are prone to difficulties when performing linguistic-to-algebra translations, the nature of students' difficulties remain an issue of contention. Moreover, the literature indicates that these difficulties are not easily remediated by domain-specific instruction. Some have opined that this is the case because few frameworks exist which are sufficiently robust and revelatory to provide the insights needed to address these difficulties. This study uses a model situated in both a cognitive-oriented frame and the translation process itself to analyze student activity in the linguistic-to-algebra translation process, defines error types made, and recognizes the frequencies of such. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01