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Strickland, S.; Rand, B. – PRIMUS, 2016
This paper describes a framework for identifying, classifying, and coding student proofs, modified from existing proof-grading rubrics. The framework includes 20 common errors, as well as categories for interpreting the severity of the error. The coding scheme is intended for use in a classroom context, for providing effective student feedback. In…
Descriptors: Guidelines, Undergraduate Students, Classification, Mathematics Instruction
Tooher, Helen; Johnson, Patrick – Issues in Educational Research, 2020
This pilot study explores the effectiveness of a strategy for overcoming post-primary students' misconceptions within the topic of algebra. Although central to the study of mathematics, algebra can be an area of difficulty for many students. A misconception is typically classified as flawed understanding of a concept causing repeated errors, and…
Descriptors: Misconceptions, Algebra, Secondary School Students, Mathematics Instruction
Adu-Gyamfi, Kwaku; Bossé, Michael J.; Chandler, Kayla – International Journal for Mathematics Teaching and Learning, 2015
While it is well recognized that students are prone to difficulties when performing linguistic-to-algebra translations, the nature of students' difficulties remain an issue of contention. Moreover, the literature indicates that these difficulties are not easily remediated by domain-specific instruction. Some have opined that this is the case…
Descriptors: Algebra, Error Patterns, Guidelines, Mathematics Instruction
Ediger, Marlow – 1986
The need for teachers to be proficient in diagnosing pupil difficulty in mathematics is advocated. Some facets of student behavior to be observed by the teacher are noted, including reversals, lack of retention, and lack of differentiation. All are characteristics associated with dyslexia. Problems of dyslexic pupils are noted and some general…
Descriptors: Diagnostic Teaching, Dyslexia, Educational Philosophy, Elementary Education
Michigan Council of Teachers of Mathematics. – 1979
To assess enrollment trends in Michigan colleges and universities, two surveys were conducted in 1976 and 1977. Community colleges reported either fairly constant enrollments in remedial courses or slight increases; many of their students had always needed remedial work. For four-year institutions, increases were often dramatic. This is paralleled…
Descriptors: Career Awareness, College Freshmen, College Mathematics, Course Descriptions