2018
DOI: 10.1007/s10649-018-9828-1
|View full text |Cite
|
Sign up to set email alerts
|

An assessment of the sources of the reversal error through classic and new variables

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

2
17
0
6

Year Published

2018
2018
2023
2023

Publication Types

Select...
8

Relationship

0
8

Authors

Journals

citations
Cited by 16 publications
(25 citation statements)
references
References 18 publications
2
17
0
6
Order By: Relevance
“…Currently, fewer literature has been found related to reversible reasoning investigations in conceptual relationships for inverse function problems. The focus of previous researchers are more on the operational aspects, for example by identifying error reversals that students make for the problem of "students and professors" (González-Calero, Arnau, & Laserna-Belenguer, 2015;Soneira, González-Calero, & Arnau, 2018;Tunç-Pekkan, 2015), reversible multiplication relationships (Hackenberg, 2010), cognitive conflict and insufficient mental processes to reverse problem situations (Ramful, 2014), the type of task that causes reversible reasoning (B. Dougherty, Bryant, Bryant, & Shin, 2017;B. J. Dougherty, Bryant, Bryant, Darrough, & Pfannenstiel, 2015;Sangwin & Jones, 2017;Simon, Kara, et al, 2016;Vilkomir & O'Donoghue, 2009).…”
Section: Discussionmentioning
confidence: 99%
“…Currently, fewer literature has been found related to reversible reasoning investigations in conceptual relationships for inverse function problems. The focus of previous researchers are more on the operational aspects, for example by identifying error reversals that students make for the problem of "students and professors" (González-Calero, Arnau, & Laserna-Belenguer, 2015;Soneira, González-Calero, & Arnau, 2018;Tunç-Pekkan, 2015), reversible multiplication relationships (Hackenberg, 2010), cognitive conflict and insufficient mental processes to reverse problem situations (Ramful, 2014), the type of task that causes reversible reasoning (B. Dougherty, Bryant, Bryant, & Shin, 2017;B. J. Dougherty, Bryant, Bryant, Darrough, & Pfannenstiel, 2015;Sangwin & Jones, 2017;Simon, Kara, et al, 2016;Vilkomir & O'Donoghue, 2009).…”
Section: Discussionmentioning
confidence: 99%
“…Research has also identified that some students may display the reversal error even in statements without syntactic obstruction (Cohen & Kanim, 2005;MacGregor & Stacey, 1993;Martin & Bassok, 2005;Soneira et al, 2018). It can be inferred in this case that these students did not rely on the word order matching strategy because if they did so consistently, then they would not have obtained the reversal error.…”
Section: Static Comparison Strategymentioning
confidence: 98%
“…It was argued that the use of these first letters as symbols may prompt students to use the symbols as labels rather than as variables (Crowley et al, 1994;Fisher, 1988). However, research by Cohen and Kanim (2005) as well as Soneira et al (2018) did not find any differences in the rate of the reversal error in problems that took the variable as the first letter of the quantity and those that took the variable as a more general symbol.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Lima & Tall (2008) mengklasifikasi persamaan bentuk aljabar bentuk "persamaan = angka" sebagai bentuk evaluasi karena melibatkan bilangan numerik dari ekspresi aljabar, dimana nilai input dapat ditemukan dengan "membongkar" atau memanipulasi bentuk aljabar untuk memperoleh penyelesaiannya. Disisi lainnya, jika solusi persamaan linear melibatkan konsep kesamaan yang direalisasikan secara konseptual, maka siswa justru mengalami kesulitan dengan kasus itu (Soneira et al, 2018). Persamaan 3 + 2 = + 6 dapat dengan mudah diselesaikan dengan konsep keseimbangan dengan membayangkan sebagai objek yang tidak diketahui dengan berat yang sama dan mereprsentasikan persamaannya dengan 3 dan 2 disebelah kiri dan dan 6 disebelah kanan.…”
Section: Pendahuluanunclassified