Analysis of students common errors in multiplying and factoring polynimials in high school mathematics (Record no. 20226)

MARC details
000 -LEADER
fixed length control field 03021nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Saad, Milad
Miscellaneous information Master, تعليم الرياضيات
245 10 - TITLE STATEMENT
Title Analysis of students common errors in multiplying and factoring polynimials in high school mathematics
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2003
300 ## - PHYSICAL DESCRIPTION
Extent 161 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Mathematics, in today's world, is a prerequisite for more and more careers. Students’ errors in multiplying and factoring polynomials have a great impact on their performance, not only in algebra but also in other domains of mathematics. Several research studies have been done on students' common errors; however, this topic still requires further investigation for better opportunities to enhance the learning of algebra. This study identifies what errors students typically make, and explains how and why students make these errors. Quantitative and qualitative analyses of a test of 32 items administered to a sample of 200 secondary-level students are used to detect commonly observed students' errors in multiplying and factoring polynomials. A class of commonly recurring students’ errors is examined, and evidence is presented showing that such students' errors are fairly common. A group of common errors (occurrence percentage is 10% or more) is further analyzed, with the resulting data suggesting that certain misconceptions underlie these errors. In order for the researcher to get an insight of students’ ways of thinking and to collect evidence for error analysis, students that produced the most common errors were selected to take part in one-to-one interviews. Analysis of students’ interpretations indicates that such errors are due to overgeneralizations, interferences, or defective algorithms in computing with numbers and monomials, applying the basic multiplication and factoring identities, using methods, rules, properties, and operations. Moreover, review of international research shows that most of our student’s types and sources of errors are very similar to those of international research. Through interviews, it is observed that most students' errors are rational and meaningful efforts to cope with algebra. These errors are derivations from what they have been taught. Clearly, these derivations are objectively illogical and wrong, but from students’ perspective, as realized, make a lot of sense. The concluding discussion includes implications for teaching and avenues for further study.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Difficultés d'apprentissage
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Learning Difficulties
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education Math education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الصعوبات التعلمية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم الرياضيات
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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