Analysis of Misconceptions in High School Mathematics

Autor/inn/en	Schnepper, Lauren C.; McCoy, Leah P.
Titel	Analysis of Misconceptions in High School Mathematics
Quelle	In: Networks: An Online Journal for Teacher Research, 15 (2013) 1, Artikel 7 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Secondary School Mathematics; Misconceptions; Formative Evaluation; High School Students; Error Patterns; Mathematics Instruction; Mathematics Achievement; Instructional Effectiveness; Action Research; Interviews + Suchen Sie Ihr Suchwort? Missverständnis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fehlertyp; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Projektforschung; Interviewing; Interviewtechnik
Abstract	The objective of this action research study was to explore the use of formative assessment (daily quizzes), including identification of student weaknesses or lack of understanding, along with instructional correctives that are different from previous instruction, to help students attain the intended learning goals. Part of the exploration was to determine if the use of this formative assessment focusing on "error types" improved student achievement. The analysis of the data from this study as compared to other "error type" studies supports the conclusion that student achievement does improve when systematic errors are identified from the formative assessment and analyzed. This data was then used to respond to individual learning needs. The majority of the errors studied resulted in improved student achievement after these errors specifically were addressed with focused instruction guided by the formative assessment. (ERIC).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04