Cognitive Map: Diagnosing and Exploring Students' Misconceptions in Algebra
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| Title: | Cognitive Map: Diagnosing and Exploring Students' Misconceptions in Algebra |
|---|---|
| Language: | English |
| Authors: | Analisa Fitria, Subanji, Susiswo, Hery Susanto |
| Source: | Mathematics Teaching Research Journal. 2023 15(5):49-75. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Cognitive Mapping, Misconceptions, Algebra, Mathematical Concepts, Mathematics Instruction, Grade 8, Error Patterns, Knowledge Level, Foreign Countries, Junior High School Students |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | This study diagnoses and explores year eight students' misconceptions and mistakes in algebra. An in-depth exploration of students' misconceptions were carried out by conducting interviews based on the students' work as outlined in a cognitive map. Based on the cognitive maps, it can be seen that the students emphasize procedural knowledge rather than a comprehensive understanding of the concept. The students had misconceptions about the variable, which is the core of algebra. The students misinterpreted variables, though they sometimes succeeded in determining variable values from algebraic expressions or equations. The students made mistakes in translating literal sentences into algebraic forms, but they succeeded in completing an algebraic expression. In general, the students were able to operate algebraic forms procedurally. The exploration found that these misconceptions or errors were likely caused by their incomplete knowledge of arithmetic. This problem had an impact when they work on the transition from arithmetic to algebra concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412238 |
| Database: | ERIC |
| Abstract: | This study diagnoses and explores year eight students' misconceptions and mistakes in algebra. An in-depth exploration of students' misconceptions were carried out by conducting interviews based on the students' work as outlined in a cognitive map. Based on the cognitive maps, it can be seen that the students emphasize procedural knowledge rather than a comprehensive understanding of the concept. The students had misconceptions about the variable, which is the core of algebra. The students misinterpreted variables, though they sometimes succeeded in determining variable values from algebraic expressions or equations. The students made mistakes in translating literal sentences into algebraic forms, but they succeeded in completing an algebraic expression. In general, the students were able to operate algebraic forms procedurally. The exploration found that these misconceptions or errors were likely caused by their incomplete knowledge of arithmetic. This problem had an impact when they work on the transition from arithmetic to algebra concepts. |
|---|---|
| ISSN: | 2573-4377 |
