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

Record type: Conference or Workshop Item (Paper)

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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Citation

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.

More information

Published date: 2002
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
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: 17 Jul 2017 15:31

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Contributors

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

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