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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
Authors: Pla-Castells, Marta (ORCID 0000-0002-2088-2536), Melchor, Carmen (ORCID 0000-0002-6031-0057), Chaparro, Gisela
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
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  Data: 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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      – SubjectFull: Problem Solving
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      – SubjectFull: Error Patterns
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