The No-to-Yes Project: Conquering Common Algebraic Mistakes That Drive Us and Our Students Crazy

Titel	The No-to-Yes Project: Conquering Common Algebraic Mistakes That Drive Us and Our Students Crazy
Quelle	In: Mathematics Teacher, 112 (2019) 6, S.432-438 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Algebra; Error Patterns; Misconceptions; Mathematics Skills; Mathematics Education; Mastery Learning; Mathematics Instruction; Teaching Methods; Concept Formation; Learning Processes; Mnemonics; Retention (Psychology); High School Students; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Fehlertyp; Missverständnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Learning process; Lernprozess; Mnemotechnik; Merkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Despite repeated discussions and practice, algebra students continue to make variable errors, in many ways, year after year. This same problem appeared thirty years ago in a list of common errors that math teachers today would immediately recognize, many involving exponents and distribution (Marquis 1988). Similar complaints even appeared in the early 1900s (NCTM 1910). To address these persistent misconceptions and help their students be more successful in math, the authors combined research on conceptual change, spaced and interleaved practice, and process mnemonics with their own classroom experiences to create the No-to-Yes project. After participating in the program, students better recognized multiple misconception types within one expression and could deal with them correctly--without guessing." (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01