Developing structure sense is an important part of learning algebra. We investigated learners' structure sense of algebraic expressions involving brackets. This led us to propose the constructs "surface structure" sense and "systemic structure" sense. Using a random sample of 58 Grade 10 learners scoring above 40% in a test, we…

Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being…

This paper presents an analysis of fractions errors displayed by learners due to deficient mastery of prerequisite concepts. Fractions continue to pose a critical challenge for learners. Fractions can be a tricky concept for learners although they often use the concept of sharing in their daily lives. 30 purposefully sampled learners participated…

This study reports errors and misconceptions about division operation in fractions made by eighth-grade students. To investigate these errors and misconceptions, the study examined students' understanding of division operation in fractions using a questionnaire and expectation table. Students' misconceptions were determined for each question and…

This research investigated students' sources and causes of errors and misconception in solving routine problems involving addition, subtraction, multiplication, and division of integers. This qualitative study involved observation of eight Year 7 classes and interviews with the respective classroom teachers. Sixteen Year 7 students who exhibit…

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp's notions of relational and instrumental understanding of mathematics and Sfard's participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners'…

Learning to solve subtraction problems that require borrowing (e.g., 83-57=) is challenging, and these problems often cause 'bridging' errors, such as the smaller-from-larger error. This study explores how bridging errors in subtraction are related to students' mathematical ability. The study involved 694 third-grade students and 35 teachers from…

The current study aims to show the transition skills of sixth grade students between the representations (numerical, model, number line and verbal) given in addition-subtraction operations in fractions and to analyse the ability of the students to construct each representation type. In this research, case study method was used in terms of the…

In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method,…

Purpose: The purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks. Design/methodology/approach: The researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student…

The study of errors made in subtraction is a research subject approached from different theoretical premises that affect different components of the algorithmic process as triggers of their generation. In the following research an attempt has been made to investigate the typology and nature of errors which occur in subtractions and their evolution…

Pupils' mistakes, if suitably analysed, may give useful suggestions for improving the teaching/learning process of mathematics. We present here the main issues of an investigation on a population of 732 Italian pupils (9--12 years old), addressed to determine the typology of errors in performing written subtraction. We compared our results with…

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word…

Most studies of children's solution processes on simple addition and subtraction word problems have used individual interviews or the analysis of error patterns on paper-and-pencil tests as the primary data-gathering techniques. The present paper reports an investigation in which the contribution of eye-movement data was explored for studying…