Common Misconceptions of Algebraic Problems: Identifying Trends and Proposing Possible Remedial Measures

Kesahan dan Kebolehpercayaan Instrumen Penilaian Kendiri Pembelajaran Ungkapan Algebra Tingkatan Dua

“…Pencapaian dalam topik Ungkapan Algebra adalah bergantung kepada pengetahuan dan kefahaman konseptual dan prosedural seseorang pelajar (Adeleke, 2007;Joffrion, 2005). Kesukaran pelajar dari segi konseptual iaitu kesukaran dalam menentukan dan memberi makna pemboleh ubah, penggunaan huruf dan simbol sebagai pemboleh ubah (Booth,1981;Lodholz, 1999;Lucariello et al, 2013;Mcintyre, 2007), pekali dan pemalar (Booth, 1988), memahami Ungkapan Algebra (Egodawatte, 2011;Ling et al, 2016;Marpa, 2019), memahami istilah abstrak dan memanipulasi simbol dan nombor (Kuchemann,1981;MacGregor & Stacey, 1997;Sangit, 2007). Manakala kesukaran yang dialami dari segi prosedur adalah penerapan konsep, peraturan dan prinsip aritmetik dan operasinya (Herscovics & Linchevscki, 1994;Warren, 2003), operasi asas dalam tajuk nombor negatif (Khamsan Omar, 1999;Yusoff & Ainun, 2019), melaksanakan penambahan dan penolakan Ungkapan Algebra, penerapan konsep pendaraban dan pembahagian Ungkapan Algebra, mempermudah Ungkapan Algebra, kembangan, pemfaktoran, dan penyelesaian masalah berayat (Marpa 2019;Radah Krishna, 2015;Sangit, 2007;Sugiarti & Retnawati 2019;Yusoff & Ainun, 2019).…”

Strengthening pre-service mathematics teachers’ knowledge of students’ thought processes, students’ misconceptions and text analysis skill

“…It is a common knowledge that when a student is perceived to be a weak learner in algebra, such a student may continue to struggle or experience difficulties in learning other mathematical concepts (Makonye & Stepwell, 2016). Studies have reported that majority of secondary school students experienced algebraic conceptual difficulties, weak algebraic thinking processes and they are overwhelmed by algebraic errors and misconceptions (Booth et al, 2014;Chow, 2011;Ling et al, 2016;Mulungye et al, 2016;Pournara et al, 2016;Zuya, 2014). Many students have quit trying because they perceived that mathematics tasks especially algebra are simply too complex and difficult.…”

A systematic review on pupils’ misconceptions and errors in trigonometry

“…The teaching and learning process plays an important role in helping students to overcome misconceptions. Teachers need to have a variety of teaching strategies by focusing on the misconceptions faced by their students (Chua et al, 2016). This is because diverse teaching strategies in identifying misconceptions can result in sustained positive achievement as compared to teachers who adopt traditional teaching methods (Makonye & Luneta, 2014).…”