The aim of this study is to analyze the mistakes that have been made in the group theory underlying the algebra mathematics. The 100 students taking algebra math 1 class and studying at the 2nd grade at a state university in Istanbul participated in this study. The related findings were prepared as a classical exam of 6 questions which have been…

Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b)…

Learning algebra is difficult for many students in part because of an emphasis on the memorization of abstract rules. Algebraic reasoners across expertise levels often rely on perceptual-motor strategies to make these rules meaningful and memorable. However, in many cases, rules are provided as patterns to be memorized verbally, with little overt…

A study examined prevailing views on the role of errors and on error correction held by teachers and other school-related personnel in contact with second language learners. An error perception inventory was administered to a group of school personnel (69 teachers and 18 other personnel) completing a graduate-level training program. Of these, 35…