Probing Students' Numerical Misconceptions in School Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).

Autor/inn/en	Akhtar, Zarina; Steinle, Vicki
Institution	Mathematics Education Research Group of Australasia
Titel	Probing Students' Numerical Misconceptions in School Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Students; Secondary School Mathematics; Algebra; Student Attitudes; Knowledge Level; Misconceptions; Number Concepts; Hypothesis Testing; Mathematics Tests; Accuracy; Foreign Countries; Pattern Recognition; Australia + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Wissensbasis; Missverständnis; Number concept; Zahlbegriff; Hypothesenprüfung; Hypothesentest; Ausland; Mustererkennung; Australien
Abstract	The study was designed to probe students' thinking about which numerical values can be assigned to algebraic letters. The data from students in Year 7 (n = 533), Year 8 (n = 377) and Year 9 (n = 172) was analysed using response patterns. The data confirmed that each year contained students with two misconceptions; "Different Letter means Different Number" and the "Empty Box" misconceptions. The findings provide support for the Steinle et al. (2009) hypothesis that a previously identified response pattern is a subset of the "Empty Box" misconception. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01