id: 06675838
dt: a
an:
au: Booth, Julie L.; McGinn, Kelly M.; Barbieri, Christina; Young, Laura K.
ti: Misconceptions and learning algebra.
so: Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN
978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 63-78 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: D70 C30 H20 H30
ut: misconceptions; worked examples; learning from errors; conceptual
knowledge; self-explanation
ci:
li: doi:10.1007/978-3-319-45053-7_4
ab: Summary: Rather than exclusively focus on mastery of procedural skills,
mathematics educators are encouraged to cultivate conceptual
understanding in their classrooms. However, mathematics learners hold
many faulty conceptual ideas ‒ or misconceptions ‒ at various
points in the learning process. In the present chapter, we first
describe the common misconceptions that students hold when learning
algebra. We then explain why these misconceptions are problematic and
detail a potential solution with the capability to help students build
correct conceptual knowledge while they are learning new procedural
skills. Finally, we discuss other potential implications from the
existence of algebraic misconceptions which require further study. In
general, preventing and remediating algebraic misconceptions may be
necessary for increasing student success in algebra and, subsequently,
more advanced mathematics classes.
rv: