MATHEMATICS TEACHERS RESPONSES TO STUDENTS MISCONCEPTIONS IN ALGEBRA

Zuya Habila Elisha
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引用次数: 9

Abstract

The study investigated the responses of teachers of mathematics to students’ misconceptions in algebra. Qualitative approach to the analysis of the data was employed. Eighty seven teachers took part in the study, and four questionnaires were designed to explore the responses of the teachers. The focus was on variables, algebraic fractions, equations and word problems. The study revealed that some of the teachers were successful in understanding students’ thinking with regard to the algebraic concepts studied. The study also indicated that most teachers ask instructional questions instead of investigative questions. Most teachers were incapable of asking questions which would reveal students’ source or cause of misconception. Another important finding was that some of the teachers had difficulties in understanding the problems, hence could not figure out the students’ misconceptions or errors in the hypothetical solutions given in the questionnaires. The teachers’ pedagogical content knowledge was generally inadequate.
数学老师对学生代数误解的回应
本研究调查了数学教师对学生代数误解的反应。采用定性方法对数据进行分析。87名教师参与了这项研究,并设计了四份问卷来探讨教师的反应。重点是变量、代数分数、方程和文字问题。研究表明,一些教师成功地理解了学生对所学习的代数概念的思考。研究还表明,大多数教师问的是指导性问题,而不是调查性问题。大多数教师不能提出问题来揭示学生误解的来源或原因。另一个重要的发现是,一些教师在理解问题方面有困难,因此无法找出学生在问卷中给出的假设解决方案中的误解或错误。教师的教学内容知识普遍不足。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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