Students' competence in solving trigonometry has been in doubt but little attention has been given in the area of research. An assessment of students' answers to trigonometry problems is crucial to dealing with their conceptual challenges. This study employed a descriptive qualitative research design, with the goal of evaluating errors made by…

The present study falls into the efforts to improve practices for addressing errors produced by learners in various situations involving the calculation of integrals. We attempt to clarify as precisely as possible the types of errors that secondary school students produce when using integrals in algebraic and graphical frames. Based on the…

When learning about fractions, teaching usually follows certain topics -- e.g. part of the whole, fraction equivalence, and size comparison. Not yet answered is whether students' conceptual and procedural knowledge of fractions is coherent between those topics. To answer this question, we performed a latent profile analysis of data from N = 1005…

Developing structure sense is an important part of learning algebra. We investigated learners' structure sense of algebraic expressions involving brackets. This led us to propose the constructs "surface structure" sense and "systemic structure" sense. Using a random sample of 58 Grade 10 learners scoring above 40% in a test, we…

Knowledge tracing (KT) is a method to evaluate a student's knowledge state (KS) based on their historical problem-solving records by predicting the next answer's binary correctness. Although widely applied to closed-ended questions, it lacks a detailed option tracing (OT) method for assessing multiple-choice questions (MCQs). This paper introduces…

Euclidean geometry provides an opportunity for learners to learn argumentation and develop inductive and deductive reasoning. Despite the significance of Euclidean geometry for developing these skills, learner performance in mathematics, particularly geometry, remains a concern in many countries. Thus, the current study examined the nature of…

This study offers a comprehensive investigation of 14-15-year-old students' comprehension of non-Euclidean geometries, with a specific focus on the assessment of their understanding through a 15-itemed test. The primary objective of this research is to assess the current state of students' knowledge and proficiency in non-Euclidean geometries and…

In this study, we explore the application of process mining techniques on assessment log data to explore problem-solving strategies in Algebra. By analyzing sequences of student activities, we demonstrate the significant potential of process mining in identifying problem-solving strategies that lead to successful and unsuccessful outcomes. Our…

Open-ended questions in mathematics are commonly used by teachers to monitor and assess students' deeper conceptual understanding of content. Student answers to these types of questions often exhibit a combination of language, drawn diagrams and tables, and mathematical formulas and expressions that supply teachers with insight into the processes…

Despite statistics learning becoming more important during this information explosion era, many students still deem the subject complex and challenging. Measures of dispersion, a critical component of statistical knowledge that students often struggle with, have received little attention in research on statistics education. The goal of this study…

This study seeks to ascertain the degree to which context-based items are offered in Turkish mathematics textbooks as well as the quality of the items in terms of item writing guidelines, whether or not they are given as traditional or context-based. A qualitative research approach is used in this study. The eighth-grade mathematics textbook used…

The present study investigates the understanding of the equals sign among middle school students. The study data were gathered from a total of 433 middle school students (111 in the fifth grade, 106 in the sixth grade, 95 in the seventh grade and 121 in the eighth grade) using a ten-item equals sign test developed by the researcher. The study…

Errors in mathematics are common hurdles for teachers and students; therefore, it is important to learn what errors students make and how students treat them. This study initially identified the types of errors students made while working with algebraic expressions and documented and analyzed the process of students completing an error analysis…

Literature has established that some learners encountered difficulties solving first order ordinary differential equations (ODEs). The use of error analysis in teaching ODEs is believed to make essential contribution towards calculus knowledge development. This paper therefore focuses on analyzing pre-service teachers' (PSTs) errors and…

The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial…