Algebraic errors: How consistent are they over time?
Article Sidebar
Main Article Content
Abstract
Abstract: This paper compares the results of the
application of a diagnostic test of algebraic errors to two generations of students attending a Differential and Integral Calculus course, one from 1989 and the other from 2006. A diagnostic test of twenty-eight questions containing algebraic errors obtained from a survey of mathematics teachers was applied. The objective of the study is to make
a comparison of the behavior of the errors to verify how consistent and persistent they are over time. With the application of the test, it was found that the errors were not only persistent, but also increased. It was also found that among the students, linear extrapolation errors are the ones with the highest frequency.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Aguerrea, M., Solís, M., y Huincahue, J. (2022). Persistent mathematical errors when entering initial teacher math training: the linearity case. Uniciencia, 36(1), 1-18. https://doi.org/10.15359/ru.36-1.4
Ascencio, R., Nesterova, E., Eccius, C. (2017). Estrategia correctiva para errores algebraicos de alumnos en cálculo diferencial. Revista Electrónica Amiutem. Vol. V, No. 2. pp. 46-58.
Bachelard, G. (1978). La formación del espíritu científico. Siglo XXI.
Bolaños, H., y Lupiáñez, J. (2021). Errores en la comprensión del significado de las letras en tareas algebraicas en estudiantado universitario. UNICIENCIA, 35(1), pp. 1–18. https://doi.org/10.15359/ru.35-1.1
Booth, J., Barbieri, C., Eyer, F. y Paré, E. (2014). Persistent and Pernicious Errors in Algebraic Problem Solving. Journal of Problem Solving. Volume 7. docs.lib.purdue.edu/jps.
Cury, H, y Cassol, M. (2004). Análise de Erros em Cálculo: Uma Pesquisa para Embasar Mudanças / Error Analysis in Calculus: a Research to Base Changes. Acta Scientiae, Vol. 6. No. 1. pp. 27-36.
Del Puerto, S., Minnaard, C., y Seminara, S. (2006). Análisis de los errores: una valiosa fuente de información acerca del aprendizaje de las Matemáticas. Revista Iberoamericana De Educación, 38(4), pp. 1-13. https://doi.org/10.35362/rie3842646
Díaz, J. (1995). Un estudio regional sobre errores algebraicos. Memorias de la Novena Reunión Centroamericana y del Caribe sobre Formación de Profesores e Investigación en Matemática Educativa. Volumen 1, pp. 155-160.
Díaz, J. (2009). Los estudiantes de Cálculo a través de los errores algebraicos. El Cálculo y su Enseñanza. Volumen I, pp. 91-97.
Matz, M. (1982). Towards a Process Model for High School Algebra Errors. In Intelligent Tutoring Systems (pp. 25-50). Academic Press.
Pochulu, D. (2009). Análisis y categorización de errores en el aprendizaje de la matemática en alumnos que ingresan a la universidad. Colección Digital Exodus.
Radatz, H. (1979). Error analysis in mathematics education. Journal for Research in Mathematics Education, 10, pp. 163-172. https://doi.org/10.2307/748804
Sislema, C., Tixi, M., Conterón, M., Mariño, J., y LLuco, J. (2021). El aprendizaje de las matemáticas a base de los errores algebraicos. ReNaCientE - Revista Nacional Científica Estudiantil. Vol. 2. No. 1, pp. 44-56. https://doi.org/10.46498/renacipb.v2i1.1562.
Taban, J y Cadorna, E. (2018). Structure Sense in Algebraic Expressions and Equations of Groups of Students. Journal of Educational and Human Research Development. No. 6, pp.140-154.
Umam, K., y Susandi, A. D. (2022). Critical thinking skills: Error identifications on students’ with APOS theory. International Journal of Evaluation and Research in Education, Vol. 11, No. 1, pp. 182. https://doi.org/10.11591/ijere.v11i1.21171