Bibliographic Details
| Title: |
Error analysis of logarithm problems. |
| Authors: |
KELECSÉNYI, KLARA1 kelecsenyi.klara@nje.hu, KRAUCZI, ÉVA OSZTÉNYINÉ1 osztenyine.eva@nje.hu |
| Source: |
Review of Science Mathematics & ICT Education. 2026, Vol. 20 Issue 1, p59-80. 22p. |
| Subject Terms: |
*Mathematics education, *Assessment of education, *Bachelor's degree, Logarithms |
| Abstract (English): |
Error analysis can be a tool to predict future errors made by students, to explain how and why students make them, and to help us to resolve misconceptions in our teaching). In the paper we categorize errors committed by first year undergraduate students in logarithm problems in a written class test. We have categorized the errors according to two dimensions, namely the type and the source of errors. By using this two-dimensional grouping, we were able to classify the majority of typical logarithm errors listed in the literature. We were able to clearly categorize the errors made during the post-test carried out later into classes based on the originally given categorization. The distribution of post-test errors was not significantly different from the original distribution. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
L'analyse des erreurs peut servir à anticiper les erreurs futures commises par les étudiants, à expliquer comment et pourquoi ils les commettent, et à nous aider à corriger les idées fausses dans notre enseignement. Dans cet article, nous classons les erreurs commises par des étudiants de première année de licence dans des exercices sur les logarithmes lors d'un contrôle écrit en classe. Nous avons classé les erreurs selon deux critères, à savoir leur type et leur origine. Grâce à ce regroupement en deux dimensions, nous avons pu classer la plupart des erreurs typiques liées aux logarithmes répertoriés dans la littérature. Nous avons ainsi pu classer clairement les erreurs commises lors du test de vérification réalisé ultérieurement en différentes catégories, sur la base de la classification initialement établie. La répartition des erreurs observées après le test ne différait pas de manière significative de la répartition initiale. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
