
06675838
a
Booth, Julie L.
McGinn, Kelly M.
Barbieri, Christina
Young, Laura K.
Misconceptions and learning algebra.
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 9783319450520/hbk; 9783319450537/ebook). 6378 (2017).
2017
Cham: Springer
EN
D70
C30
H20
H30
misconceptions
worked examples
learning from errors
conceptual knowledge
selfexplanation
doi:10.1007/9783319450537_4
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.