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Showing 1 to 15 of 25 results Save | Export
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In Hi. Abdullah; Hery Suharna; Mustafa AH. Ruhama – International Education Studies, 2024
The understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don't make any…
Descriptors: Error Patterns, Problem Solving, Cognitive Style, Calculus
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Benjamin Tatira – Mathematics Teaching Research Journal, 2024
Solving systems of linear equations is a core concept in linear algebra and a wide variety of problems found in the sciences and engineering can be formulated as linear equations. This study sought to explore undergraduate students' development of the schema for solving systems of linear equations. The triad framework was used to describe the…
Descriptors: Mathematics Instruction, Teaching Methods, Schemata (Cognition), Problem Solving
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Kristen Vroom; Tenchita Alzaga Elizondo – International Journal of Research in Undergraduate Mathematics Education, 2024
Undergraduate students are expected to produce and comprehend constructive existence proofs; yet, these proofs are notoriously difficult for students. This study investigates students' thinking about these proofs by asking students to validate two arguments for the existence of a mathematical object. The first argument featured a common structural…
Descriptors: Mathematics Instruction, Validity, Mathematical Logic, Student Attitudes
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Arefaine, Nigusse; Michael, Kassa; Assefa, Shimelis – Asian Journal of Education and Training, 2022
Multiple representations cultivate students' mathematical mindset. However, research results have reported that students do not benefit from these tools due to lack of representational fluency. This study was designed to determine the impact of GeoGebra assisted multiple representations approach on students' representation translation performance…
Descriptors: Calculus, Mathematics Achievement, Mathematics Instruction, Error Patterns
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El Mahdi Lamaizi; Larbi Zraoula; Bouazza El Wahbi – Mathematics Teaching Research Journal, 2024
Teaching at the Right Level (TaRL) is an emerging and widely implemented remedial educational approach that is currently being piloted in many countries. Morocco has been experimenting with this approach since the 2022-2023 school year. This study aims to assess the effectiveness of using the TARL approach as a remedial model in addressing…
Descriptors: Mathematics Instruction, Teaching Methods, Undergraduate Students, Error Patterns
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Veena Paliwal – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
This study was designed to examine the use of mistakes to promote students' performance in undergraduate Algebra classes by developing a growth mindset. Participants were seventy-four students from three Algebra classes and received one of the three interventions along with regular instruction: (a) growth mindset feedback on mistakes…
Descriptors: Mathematics Education, Mathematics Instruction, Teaching Methods, Algebra
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Ömer Sahin – International Journal for Mathematics Teaching and Learning, 2025
This research analyzed the effect of digital storytelling (DST) on the development of pedagological content knowledge (PCK) of prospective secondary school mathematics teachers on mistakes made by students in algebra. The research applied sub-domains of PCK, the knowledge of content and students (KCS) and the knowledge of content and teaching…
Descriptors: Electronic Learning, Story Telling, Pedagogical Content Knowledge, Preservice Teachers
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Powell, Sarah R.; Nelson, Gena – Psychology in the Schools, 2021
To understand misconceptions with rational numbers (i.e., fractions, decimals, and percentages), we administered an assessment of rational numbers to 331 undergraduate students from a 4-year university. The assessment included 41 items categorized as measuring foundational understanding, calculations, or word problems. We coded each student's…
Descriptors: Undergraduate Students, Misconceptions, Number Concepts, Numbers
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Vargas, Francisco; Stenning, Keith – International Electronic Journal of Mathematics Education, 2020
We report on a study conceived with the idea that the use of logic in regard to mathematical reasoning as it actually occurs in practice is not limited to its prominent role in formal deductions and proofs. Interpretation of different mathematical situations elicits in fact the use of mostly unconscious forms of reasoning, close to those of…
Descriptors: Geometry, Mathematics Instruction, Validity, Mathematical Logic
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Rodríguez-Nieto, Camilo Andrés; Font, Vicenç; Rodríguez-Vásquez, Flor Monserrat; Pino-Fan, Luis Roberto – Journal on Mathematics Education, 2023
An onto-semiotic analysis of the mathematical connections established by one in-service mathematics teachers and university students when solving a problem about launching a projectile using the derivative was carried out. Theoretically, this research was based on the articulation between the Extended Theory of Mathematical Connections and the…
Descriptors: Mathematics Instruction, Semiotics, Teaching Methods, Task Analysis
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Faizah, Siti; Nusantara, Toto; Sudirman; Rahardi, Rustanto – Mathematics Teaching Research Journal, 2022
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…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Tests, Validity
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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
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Cronin, Anthony; Intepe, Gizem; Shearman, Donald; Sneyd, Alison – International Journal of Mathematical Education in Science and Technology, 2019
This paper explores analysis of feedback data collected from student consultations at two mathematics support centres at universities in Australia and Ireland. Unstructured text data was collected over six years and includes qualitative data on student queries collected during the consultations from mathematics and statistics related subjects.…
Descriptors: Natural Language Processing, Feedback (Response), Mathematics Instruction, Academic Support Services
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Li, Voon Li; Julaihi, Nor Hazizah; Eng, Tang Howe – Asian Journal of University Education, 2017
The paper presents the results of a case study examining students' difficulties in the learning of integral calculus. It sought to address the misconceptions and errors that were encountered in the students' work solution. In quantitative study, the marks obtained by 147 students of Diploma in Computer Science in advanced calculus examinations…
Descriptors: Misconceptions, Calculus, Mathematics Instruction, Case Studies
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González-Calero, José Antonio; Arnau, David; Laserna-Belenguer, Belén – Educational Studies in Mathematics, 2015
An empirical study has been carried out to evaluate the potential of word order matching and static comparison as explanatory models of reversal error. Data was collected from 214 undergraduate students who translated a set of additive and multiplicative comparisons expressed in Spanish into algebraic language. In these multiplicative comparisons…
Descriptors: Error Patterns, Undergraduate Students, Spanish, Algebra
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