Cognitive conflict strategy to minimize students’ misconception on the topic of addition of algebraic expression

Irawati,; Zubainur, Cut Morina; Ali, Ruzlan

doi:10.1088/1742-6596/1088/1/012084

Cited by 8 publications

(17 citation statements)

References 5 publications

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“…Frequent or persistent errors which cannot be corrected through typical instruction are caused by misconceptions; however, such errors need supplementary intervention in order for learners to acquire correct strategies (Booth et al, 2014;Makonye, 2016;Makonye & Fakude, 2016). Irawati et. al.…”

Section: Errors and Misconceptions: Theoretical Perspectivementioning

confidence: 99%

“…Misconceptions are unavoidable stages in knowledge acquisition (Fumador & Agyei, 2018;Irawati et al, 2018). There is, therefore, a need for further research on and for better understanding of misconceptions and their role in learning.…”

Section: Introductionmentioning

confidence: 99%

“…Most studies (e.g. Gardee & Brodie, 2015;Makonye, 2016;Fumador & Agyei, 2018;Irawati et al, 2018) conducted elsewhere, focused on the pedagogical intervention to minimize learners' errors and misconceptions in algebraic expressions. Some employed descriptive and inferential statistics (e.g.…”

Section: Introductionmentioning

confidence: 99%

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A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions

Moru

Mathunya

2022

J. Res. Adv. Math. Educ

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Algebra is an important branch of mathematics which applies to many fields related to mathematics. However, many studies show algebra as posing problems even to the most gifted students. This phenomenon, therefore, necessitates more studies to be conducted in this area. As such, the study explored the types of errors that Grade 8 learners committed in simplifying algebraic expressions and the misconceptions that might have given rise to such errors. Ninety-five Grade 8 learners were selected as the subjects of the study at one high school in Lesotho. Within the framework of the Qualitative case study design, the study used tasks and interviews for data collection. The thematic approach to data analysis within the framework of the constructivist theory was adopted. The study identified most errors committed by the learners as persistent. Overgeneralizing the rules of prior knowledge to new knowledge, particularly in different contexts, was the most frequent cause of the errors. In addition to this was the misunderstanding and misinterpretation of correct meanings in the given context. Some of the identified errors overlapped with those in the reviewed literature while others did not.

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Section: Errors and Misconceptions: Theoretical Perspectivementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions

Moru

Mathunya

2022

J. Res. Adv. Math. Educ

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“…The errors occur because of the influence of long-established knowledge on students' cognitive structures [10]. However, some researchers confirmed the errors in cognitive structures experienced by these students by using cognitive conflict [11]- [13].…”

Section: Introductionmentioning

confidence: 99%

Routines’ errors when solving mathematics problems cause cognitive conflict

Pratiwi

Nusantara

Susiswo

et al. 2022

IJERE

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<p><span lang="EN-US">Many studies showed that cognitive conflict often occurs in learning and when solving mathematics problems. However, very few studies have looked at cognitive conflicts in solving mathematics problems, incredibly improper fraction problems. This descriptive qualitative study described and analyzed students’ errors in solving mathematics problems using a commognitive perspective. The data was collected using a test sheet instrument, where students do the test think-aloud. The answers on the student test sheets were analyzed by adjusting the think-aloud that was carried out, and then the interview process was carried out as a form of triangulation of the method in the study. The data analysis results showed that there was a routine error that causes cognitive conflict when solving the improper fraction problem. The error that occurred indicates that the routine can and cannot resolve the cognitive conflict that occurs. This study’s findings indicated the importance of routine procedures to be understood so that their use is appropriate for solving mathematical problems.</span></p>

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“…The effectiveness of Cognitive Conflict Strategies is still being debated. On one hand, it is found that Cognitive Conflict Strategies are effective against concept change, and on the other hand there are weaknesses in the application of Cognitive Conflict Strategies [9]. The results of the study [10] are students experiencing cognitive conflict, due to a contradiction with the concept that is owned and cannot connect or organize the concept into new concepts.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the Implementation of Cognitive Conflict Strategy Assisted by e-Service Learning to Reduce Students' Mathematical Misconceptions

Parwati

Suharta

2020

Int. J. Emerg. Technol. Learn.

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Students' mathematical misconceptions are types of errors that are carried out consistently in different contexts as a result of errors in the cognitive structure of students. The purpose of this study is to describe the types of errors made by students in solving mathematical problems and determine the effectiveness of the application of assisted by e-Service Learning, in reducing misconceptions and improving students' mathematical problem-solving abilities. The population of this study was seventh-grade junior high school students in Buleleng Regency. The sample of this study consisted of 109 students spread across three school areas, determined by the area cluster random sampling technique. Research data were collected using tests, observation sheets, and interview guidelines. Data analysis was performed descriptively qualitatively and using the t-test. The results of this study were the number of students who experienced substantial errors of 29.4% consisting of 22.2% misunderstanding the concept and 7.2% misconceptions; and technical errors 41.7% consisting of 13.6% arithmetic errors, 14.5% procedural errors, and 13.6% symbol errors. The application of Cognitive Conflict Strategies assisted by e-Service Learning can reduce students 'misconceptions by 85% and is effective in improving students' mathematical problem-solving abilities.

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Cognitive conflict strategy to minimize students’ misconception on the topic of addition of algebraic expression

Cited by 8 publications

References 5 publications

A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions

A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions

Routines’ errors when solving mathematics problems cause cognitive conflict

Effectiveness of the Implementation of Cognitive Conflict Strategy Assisted by e-Service Learning to Reduce Students' Mathematical Misconceptions

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