The University of Southampton
University of Southampton Institutional Repository

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.

Text
AlGhafri_Jones_Hirst_PME26_2002.pdf - Other
Download (242kB)

More information

Published date: 2002
Venue - Dates: PME26, Norwich, United Kingdom, 2002-07-21 - 2002-07-26
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: 15 Mar 2024 08:26

Export record

Contributors

Author: Mohammed Al-Ghafri
Author: Keith Jones ORCID iD
Author: Keith Hirst
Editor: A. D. Cockburn
Editor: E. Nardi

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×