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An investigation of students’ errors in logarithms
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Ganesan, R., & Dindyal, J. (2014). Examples in the teaching of mathematics: Teachers’ perceptions. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Curriculum in focus: Research guided practice - Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia (p. 231–238). Sydney: MERGA
In this study we set out to investigate the errors made by students in logarithms. A test with
16 items was administered to 89 Secondary three students (Year 9). The errors made by the
students were categorized using four categories from a framework by Movshovitz-Hadar,
Zaslavsky, and Inbar (1987). It was found that students in the top third were less likely to
make ‘distorted theorem or definition’ type of errors whereas they were more likely to make
errors in the other three categories.
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