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Conceptual Misunderstanding in Senior High School Algebra among Senior High School Mathematics Teachers', Prospective Teachers' and Students

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Title: Conceptual Misunderstanding in Senior High School Algebra among Senior High School Mathematics Teachers', Prospective Teachers' and Students
Language: English
Authors: Obeng, Benjamin Adu (ORCID 0000-0002-8150-2613), Asiedu-Addo, Samuel Kwesi (ORCID 0000-0001-6565-963X), Arthur, Yarhands Dissou (ORCID 0000-0002-8950-1367)
Source: International Society for Technology, Education, and Science. 2022.
Availability: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High School Teachers, Preservice Teachers, Mathematics Teachers, High School Students, Mathematical Concepts, Algebra, Misconceptions, Concept Formation, Foreign Countries
Geographic Terms: Ghana
Abstract: This study aimed at exploring Senior High School Mathematic Teachers, Prospective Teachers and Student's conceptual misunderstanding on Senior High School algebra with an intent to uncover the errors they make as a result of conceptual misunderstanding. A test consisting of fourteen (14) tasks was used for data collection. A sample of 210 consisting of sixty (60) prospective senior high school mathematics Teachers from mathematics education department of University of Education Winneba forty (40) SHS mathematics teachers and one hundred and ten (110) senior high school students from four (4) selected senior high schools in Ashanti region of Ghana. The study employed convenience, purposive and simple random sampling as sampling techniques and descriptive survey design as the research design. The data collection tools used were test and semi structured interview guide. Constructivism and behaviourism theories were employed as the theoretical frame work for the study. The study identified seven (7) categories of conceptual misunderstanding in Senior High School algebra among the prospective teachers and the students' whiles six of these seven were also found among the teachers. The seven conceptual misunderstanding identified were on algebraic variables, algebraic expressions, algebraic equations and algebraic word problems. The study recommends that teachers, prospective teachers and students should be aware of the existence of conceptual misunderstanding in teaching and learning of algebraic concept. The study also recommends that, heads of schools should organize workshops and refresher courses for mathematics teachers on sensitive topics like conceptual misunderstandings in mathematics. [For the complete proceedings, see ED631021.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED631140
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Conceptual Misunderstanding in Senior High School Algebra among Senior High School Mathematics Teachers', Prospective Teachers' and Students
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  Data: <searchLink fieldCode="AR" term="%22Obeng%2C+Benjamin+Adu%22">Obeng, Benjamin Adu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8150-2613">0000-0002-8150-2613</externalLink>)<br /><searchLink fieldCode="AR" term="%22Asiedu-Addo%2C+Samuel+Kwesi%22">Asiedu-Addo, Samuel Kwesi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6565-963X">0000-0001-6565-963X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arthur%2C+Yarhands+Dissou%22">Arthur, Yarhands Dissou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8950-1367">0000-0002-8950-1367</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Society+for+Technology%2C+Education%2C+and+Science%22"><i>International Society for Technology, Education, and Science</i></searchLink>. 2022.
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  Data: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
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  Data: <searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Label: Abstract
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  Data: This study aimed at exploring Senior High School Mathematic Teachers, Prospective Teachers and Student's conceptual misunderstanding on Senior High School algebra with an intent to uncover the errors they make as a result of conceptual misunderstanding. A test consisting of fourteen (14) tasks was used for data collection. A sample of 210 consisting of sixty (60) prospective senior high school mathematics Teachers from mathematics education department of University of Education Winneba forty (40) SHS mathematics teachers and one hundred and ten (110) senior high school students from four (4) selected senior high schools in Ashanti region of Ghana. The study employed convenience, purposive and simple random sampling as sampling techniques and descriptive survey design as the research design. The data collection tools used were test and semi structured interview guide. Constructivism and behaviourism theories were employed as the theoretical frame work for the study. The study identified seven (7) categories of conceptual misunderstanding in Senior High School algebra among the prospective teachers and the students' whiles six of these seven were also found among the teachers. The seven conceptual misunderstanding identified were on algebraic variables, algebraic expressions, algebraic equations and algebraic word problems. The study recommends that teachers, prospective teachers and students should be aware of the existence of conceptual misunderstanding in teaching and learning of algebraic concept. The study also recommends that, heads of schools should organize workshops and refresher courses for mathematics teachers on sensitive topics like conceptual misunderstandings in mathematics. [For the complete proceedings, see ED631021.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: Conceptual Misunderstanding in Senior High School Algebra among Senior High School Mathematics Teachers', Prospective Teachers' and Students
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            NameFull: Obeng, Benjamin Adu
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            NameFull: Asiedu-Addo, Samuel Kwesi
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            NameFull: Arthur, Yarhands Dissou
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              Y: 2022
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