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…

Thinking is a tool to construct knowledge in learning mathematics. However, some college students have not been fully aware of the importance of constructing their knowledge. Therefore, this study aims to explore students' thinking processes in completing mathematical proofs through assimilation and accommodation schemes. This research was…

Undergraduate mathematics instructors often report that students make careless errors or have not previously learned key mathematical ideas and strategies. The purpose of this study is to explore evidence of an alternative explanation that at least some of these "errors" may result from students' application of conceptions developed in…

Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students' procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in…

We explore the transition from school to university through a commognitive (Sfard 2008) analysis of twenty-two students' examination scripts from the end of year examination of a first year, year-long module on Sets, Numbers, Proofs and Probability in a UK mathematics department. Our analysis of the scripts relies on a preliminary analysis of the…

The article analyses the test results evaluating the knowledge of students of basic mathematics courses at the University of Economics in Prague and at the University of Finance and Administration in Prague. The relationships between the study of the theory, the ability to formulate definitions and to solve exercises are analysed based on the…

We demonstrate how the re-marker and reporter facility of the DEWIS e-Assessment system facilitates the capture, analysis and reporting of student errors using two case studies: logarithms and indices for first-year computing students at the University of the West of England, and Sturm-Liouville problems for second-year mathematics students at…

This paper is going to analyse errors and misconceptions in an undergraduate course in Calculus. The study will be based on a group of 10 BEd. Mathematics students at Great Zimbabwe University. Data is gathered through use of two exercises on Calculus 1&2.The analysis of the results from the tests showed that a majority of the errors were due…

This paper reports on students' errors in performing integration of rational functions, a topic of calculus in the pre-university mathematics classrooms. Generally the errors could be classified as those due to the students' weak algebraic concepts and their lack of understanding of the concept of integration. With the students' inability to link…