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


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.

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Description/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.

Item Type: Conference or Workshop Item (Paper)
ISBNs: 0771100 (print)
Venue - Dates: PME26, United Kingdom, 2002-07-21 - 2002-07-26
Keywords: teaching, learning, pedagogy, curriculum, trainee, teachers, knowledge, students, errors, difficulties, algebra, algebraic, notation, equations
Subjects:

Organisations: Mathematics, Science & Health Education
ePrint ID: 41269
Date :
Date Event
2002Published
Date Deposited: 15 Aug 2006
Last Modified: 16 Apr 2017 19:03
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/41269

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