Algebra Teachers' Interpretation and Responses to Student Errors in Solving Quadratic Equations

Autor/inn/en	Hu, Qintong; Son, Ji-Won; Hodge, Lynn
Titel	Algebra Teachers' Interpretation and Responses to Student Errors in Solving Quadratic Equations
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 3, S.637-657 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10166-1
Schlagwörter	Mathematics Teachers; High School Teachers; High School Students; Secondary School Mathematics; Mathematics Instruction; Algebra; Mathematics Achievement; Error Correction; Problem Solving; Error Patterns; Mathematical Concepts; Concept Formation; Knowledge Level + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Student; Students; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrektur; Problemlösen; Fehlertyp; Concept learning; Begriffsbildung; Wissensbasis
Abstract	To improve students' mathematics achievement, their errors should be treated as an opportunity to stimulate conceptual and procedural understanding. Using a teaching scenario, this study investigated 40 high school teachers' analyses of and responses to a student error(s) in solving a quadratic equation by using the factoring method. The teachers' responses were analyzed quantitatively and qualitatively. Analyses results revealed a gap between identified errors and addressed ones, as well as a gap between interpreting a knowledge weakness and explaining a knowledge focus. While the errors came from conceptual aspects of the factoring method, most of the participants offered conceptual explanations addressed in a teacher-centered way. The results also revealed that student errors and mathematical knowledge were two foci of the teachers' responses to students. The broader implications of the study for the international community are discussed in accordance with the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01