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Kwaku Adu-Gyamfi; Kayla Chandler; Anthony Thompson – School Science and Mathematics, 2025
The challenge posed by algebra story problems creates a significant hurdle for many students, transcending both the mathematical content of the problem and the specific instructional background received. This study offers a distinctive contribution to the existing literature by focusing on the cognitive conditions essential for comprehension in…
Descriptors: Algebra, Mathematics Instruction, Barriers, Cognitive Processes
Kristen Vroom; Tenchita Alzaga Elizondo – International Journal of Research in Undergraduate Mathematics Education, 2024
Undergraduate students are expected to produce and comprehend constructive existence proofs; yet, these proofs are notoriously difficult for students. This study investigates students' thinking about these proofs by asking students to validate two arguments for the existence of a mathematical object. The first argument featured a common structural…
Descriptors: Mathematics Instruction, Validity, Mathematical Logic, Student Attitudes
Pham Sy Nam; Ngoc-Giang Nguyen; Hoa Anh Tuong; Ben Haas; Zsolt Lavicza; Yves Kreis – International Journal for Technology in Mathematics Education, 2023
Problem-based learning puts students in situations that suggest problems without providing instructions and available knowledge. Therefore, when using problem-based learning, students need to be flexible, self-disciplined, active and self-occupied with knowledge and turn the knowledge the teacher intends to impart into their knowledge. For locus…
Descriptors: Computer Software, Mathematics Instruction, Teaching Methods, Problem Based Learning
Hai Li; Wanli Xing; Chenglu Li; Wangda Zhu; Simon Woodhead – Journal of Learning Analytics, 2025
Knowledge tracing (KT) is a method to evaluate a student's knowledge state (KS) based on their historical problem-solving records by predicting the next answer's binary correctness. Although widely applied to closed-ended questions, it lacks a detailed option tracing (OT) method for assessing multiple-choice questions (MCQs). This paper introduces…
Descriptors: Mathematics Tests, Multiple Choice Tests, Computer Assisted Testing, Problem Solving
Christina Areizaga Barbieri; Elena M. Silla – Journal of Experimental Education, 2024
Prior research highlights a positive effect of incorrect worked examples on mathematics learning. Yet the mechanisms underlying these benefits are unclear. To investigate potential mechanisms of the benefits of various worked example types, we examined process data from a previously published classroom-based experiment. More specifically, we…
Descriptors: Middle School Students, Ethnic Diversity, Racial Relations, Public Schools
Samuel Kenney; Forster D. Ntow – SAGE Open, 2024
This article uses the concurrent mixed methods design to explore the errors made by 171 Grade Seven learners in algebraic problem-solving within the Assin Central Municipality in Ghana. The participants were categorized into low-achieving and high-achieving groups based on their performance in a pretest, to help provide a detailed examination of…
Descriptors: Problem Solving, Algebra, Mathematics Instruction, Low Achievement
Vargas, Francisco; Stenning, Keith – International Electronic Journal of Mathematics Education, 2020
We report on a study conceived with the idea that the use of logic in regard to mathematical reasoning as it actually occurs in practice is not limited to its prominent role in formal deductions and proofs. Interpretation of different mathematical situations elicits in fact the use of mostly unconscious forms of reasoning, close to those of…
Descriptors: Geometry, Mathematics Instruction, Validity, Mathematical Logic
Barbieri, Christina Areizaga; Booth, Julie L.; Begolli, Kreshnik N.; McCann, Nicholas – Instructional Science: An International Journal of the Learning Sciences, 2021
The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students (N = 75) completed an equation-solving unit with textbooks either containing the original practice problems or in which a portion of those problems were converted into a combination…
Descriptors: Algebra, Learning Processes, Mathematics Instruction, Middle School Students
Viseu, Floriano; Pires, Ana Luísa; Menezes, Luís; Costa, Ana Maria – International Electronic Journal of Elementary Education, 2021
The use of different registers to represent mathematical concepts enhances understanding. For example, rational numbers can assume pictorial, symbolic and natural language representations and this kind of change improves learning. Based on these assumptions, a teaching experiment for the learning of rational numbers by 2nd grade students was…
Descriptors: Semiotics, Mathematics Instruction, Grade 2, Elementary School Students
Burfitt, Joan – Australian Journal of Education, 2021
The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial…
Descriptors: Mathematics Tests, Test Items, Concept Formation, Mathematical Concepts
Saifurrisal, Ahmad Hasan – International Society for Technology, Education, and Science, 2022
Problem-solving is one of the 21st-century skills. However, students still have difficulty solving sequences and series word problems. The purpose of this research is to analyze students' errors in solving sequences and series word problems based on problem-solving steps of Polya. The research method is descriptive qualitative. The research…
Descriptors: Error Patterns, Word Problems (Mathematics), Mathematics Tests, Student Attitudes
Mathematics Teacher, 2019
Despite repeated discussions and practice, algebra students continue to make variable errors, in many ways, year after year. This same problem appeared thirty years ago in a list of common errors that math teachers today would immediately recognize, many involving exponents and distribution (Marquis 1988). Similar complaints even appeared in the…
Descriptors: Algebra, Error Patterns, Misconceptions, Mathematics Skills
Leveille Buchanan, Nicole Therese – ProQuest LLC, 2016
How do teachers and students create classroom environments in which mathematical errors are regarded as important opportunities for learning? What norms support students in learning from their errors, and how to these norms develop in a classroom community? This dissertation addresses these questions through a longitudinal case study investigating…
Descriptors: Classroom Communication, Error Patterns, Mathematics Instruction, Teaching Methods
Cronin, Anthony; Intepe, Gizem; Shearman, Donald; Sneyd, Alison – International Journal of Mathematical Education in Science and Technology, 2019
This paper explores analysis of feedback data collected from student consultations at two mathematics support centres at universities in Australia and Ireland. Unstructured text data was collected over six years and includes qualitative data on student queries collected during the consultations from mathematics and statistics related subjects.…
Descriptors: Natural Language Processing, Feedback (Response), Mathematics Instruction, Academic Support Services
Million Chauraya; Brodie, Karin – Pythagoras, 2018
The growing perception of professional learning communities as an effective professional development approach needs to be supported with knowledge of how such communities create learning opportunities for teachers. Activities in professional learning communities are underpinned by collegial conversations that foster learning, and in this article…
Descriptors: Communities of Practice, Faculty Development, Mathematics Teachers, Mathematics Instruction
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