Publication: How students learn mathematics : misconceptions in algebra
Loading...
Date
2000
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This exploratory study investigated the errors in algebra that were made by Secondary One (Grade 7) boys in an independent Secondary School in Singapore. The boys who participated in the study were from two streams in Singapore, namely, the Express stream and the Gifted Education Programme. The errors that which were studied were based on a list given by Matz (1982).<br><br>A pilot study was conducted based on list. The questions were then modified based on the findings of the pilot study and were then used in the main study. The errors made by the boys were then categorised and analysed.<br><br>The most common errors made were distributive, cancellation and associative error. Many of the errors resulted from misapplications of rules due to a lack of relational understanding and the inability to understand the nature of algebra.<br><br>About a third of the Matz errors used occurred frequently. The rest either appeared very infrequently or did not appear at all. The implication is that it is more useful to teachers to identify the nature of common misconceptions that give rise to the various error than to compile a long list of the actual errors committed by students.<br><br>The other implications for teaching algebra are that teachers should<br><br>(a) use more multiple-part True/False questions for the testing of concepts<br><br>(b) emphasise the concepts by linking them with other previously learnt concepts or familiar concepts<br><br>(c) show the students some common errors and the reasons why they are errors<br><br>(d) get the students to make a list of their own errors and to analyse them together with the students.