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Thabiso Khemane; Padayachee Pragashni; Shaw Corrinne – IEEE Transactions on Education, 2024
This study investigates the challenges faced by second-year undergraduate engineering students in understanding Stokes' theorem in vector calculus, focusing on the misconceptions found in interconnected concepts that form its foundation. Stokes' theorem involves the application of line integrals, surface integrals, the curl of a vector field, and…
Descriptors: Calculus, Misconceptions, Mathematical Concepts, Concept Formation
Kapofu, Winfilda; Chick, Helen; Hatisaru, Vesife; Murphy, Carol – Mathematics Education Research Group of Australasia, 2023
This study examined the types of mathematical connections established by four secondary school students while constructing concept maps on transformations of the parabola. The use of concepts maps revealed students' understandings--including some misconceptions--of transformations of the parabola and confirmed the usefulness of a model for…
Descriptors: Mathematics Education, Secondary School Students, Concept Mapping, Mathematics Instruction
Haj-Yahya, Aehsan – International Journal of Mathematical Education in Science and Technology, 2022
This study addresses high school students' conceptions of mathematical definitions of congruent and similar triangles. The findings indicate that many of the participants differentiated between definitions and theorems and did not always accept the congruent and similar triangles theorems as formal definitions of congruency and similarity. Based…
Descriptors: Geometric Concepts, Foreign Countries, Grade 10, High School Students
Kusno; Sutarto – European Journal of Educational Research, 2022
Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students' common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/ drawing/ writing/ intervention (MDWI) strategy to change students' understanding of the wrong…
Descriptors: Mathematics Instruction, Misconceptions, Geometric Concepts, Metacognition
Tugba Uygun; Pinar Guner; Irfan Simsek – International Journal of Mathematical Education in Science and Technology, 2024
This study was conducted to reveal potential sources of students' difficulty and misconceptions about geometrical concepts with the help of eye tracking. In this study, the students' geometrical misconceptions were explored by answering the questions on the geometry test prepared based on the literature and test-taking processes and represented…
Descriptors: Eye Movements, Geometric Concepts, Mathematics Instruction, Misconceptions
Herawati; Herman, Tatang; Suryadi, Didi; Prabawanto, Sufyani – Mathematics Teaching Research Journal, 2022
This study aims to determine students' difficulties in understanding the concept of polygons in elementary schools. This research is qualitative research with a case study method. The subjects of this study were 30 grade 5 elementary school students from two different schools in the city of Bandung. The instruments used are test and non-test. The…
Descriptors: Mathematics Instruction, Elementary School Students, Grade 5, Concept Formation
Aregehagn, Ehtegebreal; Lykknes, Annette; Febri, Maria I. M.; Ayene, Mengesha – African Journal of Research in Mathematics, Science and Technology Education, 2022
The use of guided inquiry-based learning (GIBL) in a manner designed to challenge individual students' unscientific conceptions of science, has been researched widely. However, few (if any) studies have investigated the implementation of GIBL in a manner designed to challenge the fundamental patterns of students' context-dependent unscientific…
Descriptors: Inquiry, Active Learning, Scientific Concepts, Science Instruction
Gürefe, Nejla – REDIMAT - Journal of Research in Mathematics Education, 2022
This study explores how hard of hearing students decided whether the shape was a polygon and which semiotic sources were used when the students engaged in explaining geometrical concepts. It was defined how the students interacted with geometric shapes using semiotic sources and examined how such multimodal interactions with geometric figures…
Descriptors: Geometric Concepts, Hearing Impairments, Semiotics, Nonverbal Communication
Martinovic, Dragana; Manizade, Agida G. – Canadian Journal of Science, Mathematics and Technology Education, 2020
This paper describes outcomes from a project conducted at a small US university where 23 secondary school mathematics teachers participated in the study. Based on sketches created in a dynamic geometry software (DGS) and written responses to an assignment related to developing the trapezoid area formula, we explored how teachers used DGS when…
Descriptors: Geometric Concepts, Misconceptions, Mathematics Teachers, Secondary School Teachers
Yousif, Sami R.; Alexandrov, Emma; Bennette, Elizabeth; Aslin, Richard N.; Keil, Frank C. – Developmental Science, 2022
A large and growing body of work has documented robust illusions of area perception in adults. To date, however, there has been surprisingly little in-depth investigation into children's area perception, despite the importance of this topic to the study of quantity perception more broadly (and to the many studies that have been devoted to studying…
Descriptors: Computation, Decision Making, Task Analysis, Heuristics
Nejla Gürefe; Dilsad Güven Akdeniz – RMLE Online: Research in Middle Level Education, 2024
The authors examined the knowledge of middle level mathematics teachers instructing in inclusive classrooms to the hearing impairments students (HISs) or learning disabilities students (LDSs). The focus was on teachers' understanding of students' misconceptions related to the concept of angles. The study aimed to investigate the teachers' role in…
Descriptors: Foreign Countries, Middle School Mathematics, Middle School Teachers, Mathematics Teachers
Sari, Mehmet Hayri; Tertemiz, Nese Isik; Demirci, Niymet – International Journal of Progressive Education, 2021
This study aims to reveal fifth grade students' achievement levels in the angles sublearning area and to examine their errors in the subject of angles. The study was designed as a survey, and the study group included a total of 254 fifth grade students attending school in central Nevsehir and in Askale, Erzurum. Data were collected via the…
Descriptors: Grade 5, Elementary School Students, Children, Mathematics Achievement
Ulusoy, Fadime – International Journal of Science and Mathematics Education, 2021
This study presents a characterization of prospective early childhood teachers' (ECEPTs) and prospective elementary school mathematics teachers' (EMEPTs) concept images and concept definitions of triangles through a defining task and an example generation task. Data consisted of 62 EMEPTs' and 72 ECEPTs' written statements for the definition of a…
Descriptors: Preservice Teachers, Elementary School Teachers, Early Childhood Teachers, Mathematics Teachers
Karakus, Fatih; Bahar Ersen, Zeynep – REDIMAT - Journal of Research in Mathematics Education, 2021
The aim of the present study is to determine the elementary pre-service mathematics teachers' understanding on solids. For this purpose, pre-service teachers' definitions and drawings of these objects were examined. Qualitative research method was used. A written questionnaire consisting of sixteen open-ended and multiple-choice questions was…
Descriptors: Preservice Teachers, Undergraduate Students, Elementary School Mathematics, Definitions
Cirillo, Michelle; Hummer, Jenifer – Mathematics Teacher, 2019
Research suggests that teachers struggle to find effective ways to introduce proof. In 1940, in an article in this journal, Roland Smith argued that being aware of student misconceptions in geometry is the first step in preparing to address the fundamental challenges of learning to prove. Through careful study, he identified and analyzed…
Descriptors: Misconceptions, Geometry, Mathematical Logic, Validity