MAD+. Introducing Misconceptions in the Temporal Analysis of the Mathematical Modelling Process of a Fermi Problem
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| Title: | MAD+. Introducing Misconceptions in the Temporal Analysis of the Mathematical Modelling Process of a Fermi Problem |
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| Authors: | Pla-Castells, Marta (ORCID |
| Source: | Education Sciences. 2021 11. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Mathematics Skills, Problem Solving, Error Patterns, Mathematical Models, Misconceptions, Mathematical Concepts, Visual Aids, Mathematics Education, Preservice Teacher Education, Foreign Countries |
| Geographic Terms: | Spain |
| ISSN: | 2227-7102 |
| Abstract: | This work describes how the combination of the mistakes committed by a group of pre-service teachers when solving a Fermi problem, with the representation of the temporal analysis of their resolutions, can offer more in-depth information about their conceptual misconceptions regarding mathematical and modelling concepts. The combined representation allows knowing when mistakes occur and provides a powerful tool for instructors to adapt the teaching-learning processes of mathematics at all levels of education. Our study is based on a recent categorisation of students' mistakes, together with the creation of a new representation tool, called MAD+, that can combine all this information. The macroscopic view provided by the MAD+ diagrams gives insight into the context in which the mistakes take place and makes the analysis of the resolution of a Fermi problem more efficient. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1321290 |
| Database: | ERIC |
| Abstract: | This work describes how the combination of the mistakes committed by a group of pre-service teachers when solving a Fermi problem, with the representation of the temporal analysis of their resolutions, can offer more in-depth information about their conceptual misconceptions regarding mathematical and modelling concepts. The combined representation allows knowing when mistakes occur and provides a powerful tool for instructors to adapt the teaching-learning processes of mathematics at all levels of education. Our study is based on a recent categorisation of students' mistakes, together with the creation of a new representation tool, called MAD+, that can combine all this information. The macroscopic view provided by the MAD+ diagrams gives insight into the context in which the mistakes take place and makes the analysis of the resolution of a Fermi problem more efficient. |
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| ISSN: | 2227-7102 |
