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Secondary trainee-teachers’ knowledge of students’ errors and difficulties in algebra

Secondary trainee-teachers’ knowledge of students’ errors and difficulties in algebra
Secondary trainee-teachers’ knowledge of students’ errors and difficulties in algebra
This study investigated trainee-teachers' explanations of students' errors in algebra and their suggested ways for addressing such errors. The findings indicate that only a small proportion of trainee-teachers understand the sort of characteristics that determine the complexity of an algebra problem such as the number of variables in the problem, the nature of the elements involved and, importantly, students' interpretations of the letters.
teaching, learning, pedagogy, curriculum, trainee, teachers, knowledge, students, errors, difficulties, algebra, algebraic, notation, equations
0771100X
p.259
Psychology of Mathematics Education
Al-Ghafri, Mohammed
df61dc13-fb56-4288-9892-ced75c6e711c
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Hirst, Keith
8f230bd5-f10d-45bd-998a-8f376e948be5
Cockburn, A. D.
Nardi, E.
Al-Ghafri, Mohammed
df61dc13-fb56-4288-9892-ced75c6e711c
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Hirst, Keith
8f230bd5-f10d-45bd-998a-8f376e948be5
Cockburn, A. D.
Nardi, E.

Al-Ghafri, Mohammed, Jones, Keith and Hirst, Keith (2002) Secondary trainee-teachers’ knowledge of students’ errors and difficulties in algebra. Cockburn, A. D. and Nardi, E. (eds.) In Proceedings 26th Conference of the International Group for the Psychology of Mathematics Education. Psychology of Mathematics Education. p.259 .

Record type: Conference or Workshop Item (Paper)

Abstract

This study investigated trainee-teachers' explanations of students' errors in algebra and their suggested ways for addressing such errors. The findings indicate that only a small proportion of trainee-teachers understand the sort of characteristics that determine the complexity of an algebra problem such as the number of variables in the problem, the nature of the elements involved and, importantly, students' interpretations of the letters.

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More information

Published date: 2002
Venue - Dates: PME26, Norwich, United Kingdom, 2002-07-20 - 2002-07-25
Keywords: teaching, learning, pedagogy, curriculum, trainee, teachers, knowledge, students, errors, difficulties, algebra, algebraic, notation, equations
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 41269
URI: http://eprints.soton.ac.uk/id/eprint/41269
ISBN: 0771100X
PURE UUID: b9cc8980-709d-4c77-8705-a4bd9f0d7346
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 15 Aug 2006
Last modified: 24 Apr 2020 00:25

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