Is Algebra Really Difficult for All Students?

Autor/in	Egodawatte, Gunawardena
Titel	Is Algebra Really Difficult for All Students?
Quelle	In: Acta Didactica Napocensia, 2 (2009) 4, S.101-106 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Algebra; Mathematics Skills; High School Students; Secondary School Mathematics; Psychological Patterns; Error Patterns; Problem Solving; Arithmetic; Mathematics Instruction; Brain; Cognitive Processes; Mathematical Logic; Foreign Countries; Grade 9; Grade 10; Secondary School Students; Comprehension; Equations (Mathematics); Word Problems (Mathematics); Symbols (Mathematics); Interviews; Sri Lanka + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fehlertyp; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Gehirn; Cognitive process; Kognitiver Prozess; Mathematical logics; Mathematische Logik; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Verstehen; Verständnis; Equations; Mathematics; Gleichungslehre; Textaufgabe; Interviewing; Interviewtechnik; Ceylon
Abstract	Research studies have shown that students encounter difficulties in transitioning from arithmetic to algebra. Errors made by high school students were analyzed for patterns and their causes. The origins of errors were: intuitive assumptions, failure to understand the syntax of algebra, analogies with other familiar symbol systems such as the English alphabet and interference from arithmetic. There were other psychological factors such as carelessness, anxiety, overconfidence, and lack of motivation. Three major error types are discussed with their causes using a cognitive psychological approach. Solution methods of another group of students show that they were eager to use algebraic methods over arithmetic procedures even though arithmetic procedures are more straightforward. The paper argues that creative methods used by some students should be used to reinforce the learning of other students. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01