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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...68 69 70 71 72 Hits 1.421 – 1.431 of 1.431 1421 Digital education usage models for the classroom of the future Peter Hamilton In: http://www.icvl.eu/2009/files/art_Hamilton.pdf BASE Show details 1422 Continual Collaborative Planning for Mixed-Initiative Action and Interaction (Short Paper) Michael Brenner In: http://www.informatik.uni-freiburg.de/~ki/papers/brenner-aamas08.pdf BASE Show details 1423 Continual Collaborative Planning for Mixed-Initiative Action and Interaction (Short Paper) Michael Brenner In: http://www.ifaamas.org/Proceedings/aamas08/proceedings/pdf/paper/AAMAS08_0665.pdf BASE Show details 1424 Autonomous Robot Motion Planning in Diverse Terrain Using Genetic Algorithms Terrence P. Fries In: http://www.cs.bham.ac.uk/~wbl/biblio/gecco2005lbp/papers/62-fries.pdf BASE Show details 1425 Strategies utilized in computer problem solving and object-oriented programming Zaman, Naeem. - : Oregon State University BASE Show details 1426 Interaction styles and success at problem solving by non-native speakers of English Cameron, Judy.. - : University of Alberta. Department of Educational Foundations. BASE Show details 1427 A case study of how upper-division physics students use visualization while solving electrostatics problems Browne, Kerry P.. - : Oregon State University BASE Show details 1428 Solving algebra word problems : solution strategies Thai students used and potential connections with teachers' instructional strategies Swangrojn, Porntip. - : Oregon State University BASE Show details 1429 Middle school teachers’ use of a formative feedback guide in mathematics problem solving instruction Strowbridge, Jessica. - : Oregon State University BASE Show details 1430 Geometric reasoning in an active-engagement upper-division E&M classroom Cerny, Leonard Thomas. - : Oregon State University BASE Show details 1431 Secondary School Students’ Misconceptions in Algebra Don, Gunawardena Egodawatte Arachchige. - NO_RESTRICTION Abstract: This study investigated secondary school students’ errors and misconceptions in algebra with a view to expose the nature and origin of those errors and to make suggestions for classroom teaching. The study used a mixed method research design. An algebra test which was pilot-tested for its validity and reliability was given to a sample of grade 11 students in an urban secondary school in Ontario. The test contained questions from four main areas of algebra: variables, algebraic expressions, equations, and word problems. A rubric containing the observed errors was prepared for each conceptual area. Two weeks after the test, six students were interviewed to identify their misconceptions and their reasoning. In the interview process, students were asked to explain their thinking while they were doing the same problems again. Some prompting questions were asked to facilitate this process and to clarify more about students’ claims. The results indicated a number of error categories under each area. Some errors emanated from misconceptions. Under variables, the main reason for misconceptions was the lack of understanding of the basic concept of the variable in different contexts. The abstract structure of algebraic expressions posed many problems to students such as understanding or manipulating them according to accepted rules, procedures, or algorithms. Inadequate understanding of the uses of the equal sign and its properties when it is used in an equation was a major problem that hindered solving equations correctly. The main difficulty in word problems was translating them from natural language to algebraic language. Students used guessing or trial and error methods extensively in solving word problems. Some other difficulties for students which are non-algebraic in nature were also found in this study. Some of these features were: unstable conceptual models, haphazard reasoning, lack of arithmetic skills, lack or non-use of metacognitive skills, and test anxiety. Having the correct conceptual (why), procedural (how), declarative (what), and conditional knowledge (when) based on the stage of the problem solving process will allow students to avoid many errors and misconceptions. Conducting individual interviews in classroom situations is important not only to identify errors and misconceptions but also to recognize individual differences. ; PhD Keyword: 0280; 0288; 0533; 0727; Algebra; Curriculum and instruction; Measurement; Misconceptions; Problem Solving; Secondary mathematics URL: http://hdl.handle.net/1807/29712 BASE Hide details Page: 1...68 69 70 71 72

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