Errors and misconceptions of secondary school students in absolute values: a systematic literature review

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
John P. Papadouris, Vassilis Komis, Konstantinos Lavidas
{"title":"Errors and misconceptions of secondary school students in absolute values: a systematic literature review","authors":"John P. Papadouris, Vassilis Komis, Konstantinos Lavidas","doi":"10.1007/s13394-024-00499-9","DOIUrl":null,"url":null,"abstract":"<p>Although absolute value is of interest to mathematics teaching researchers, since many students face problems with it, there does not seem to be an integrated record of students’ errors. The present study attempts to conduct a systematic review to identify and categorize errors and misconceptions of secondary school students aged 12–18 concerning the concept of absolute value. Following the PRISMA method, empirical studies published in English later since 1990 studying the errors and misconceptions of secondary school students with absolute value were looked up through the databases Scopus and Web of Sciences as well as through the Google Scholar search engine. From the 11 empirical studies that were eventually found, a categorization of misconceptions and corresponding errors arose. The first main category concerns the transition from the arithmetic to the algebraic domain while the second main category concerns the definition of absolute value in the form of a piecewise function. It is noteworthy that these two categories sometimes interact and are linked. Based on these findings, practical implications are discussed that strengthen the understanding of mathematical literacy.</p>","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13394-024-00499-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Although absolute value is of interest to mathematics teaching researchers, since many students face problems with it, there does not seem to be an integrated record of students’ errors. The present study attempts to conduct a systematic review to identify and categorize errors and misconceptions of secondary school students aged 12–18 concerning the concept of absolute value. Following the PRISMA method, empirical studies published in English later since 1990 studying the errors and misconceptions of secondary school students with absolute value were looked up through the databases Scopus and Web of Sciences as well as through the Google Scholar search engine. From the 11 empirical studies that were eventually found, a categorization of misconceptions and corresponding errors arose. The first main category concerns the transition from the arithmetic to the algebraic domain while the second main category concerns the definition of absolute value in the form of a piecewise function. It is noteworthy that these two categories sometimes interact and are linked. Based on these findings, practical implications are discussed that strengthen the understanding of mathematical literacy.

Abstract Image

中学生在绝对值方面的错误和误解:系统文献综述
虽然绝对值是数学教学研究人员关注的问题,因为许多学生都面临着绝对值的问题,但似乎并没有关于学生错误的综合记录。本研究试图对 12-18 岁中学生关于绝对值概念的错误和误解进行系统回顾和分类。按照 PRISMA 方法,我们通过 Scopus 和 Web of Sciences 数据库以及 Google Scholar 搜索引擎,查找了 1990 年以后发表的、研究中学生在绝对值方面的错误和误解的英文实证研究。从最终找到的 11 项实证研究中,我们对误解和相应的错误进行了分类。第一大类涉及从算术领域到代数领域的过渡,第二大类涉及以片断函数形式定义绝对值。值得注意的是,这两类错误有时是相互影响和联系的。基于这些发现,讨论了加强对数学素养理解的实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Mathematics Education Research Journal
Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.80
自引率
11.10%
发文量
30
期刊介绍: The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.   The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.    The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.  The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.   The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信