Abstract
BackgroundFor decades, mathematics education pedagogy has relied most heavily on teachers, demonstrating correctly worked example exercises as models for students to follow while practicing their own exercises. In more recent years, incorrect exercises have been introduced for the purpose of student-conducted error analysis. Combining the use of correctly worked exercises with error analysis has led researchers to posit increased mathematical understanding. Combining the use of correctly worked exercises with error analysis has led researchers to posit increased mathematical understanding.MethodsA mixed method design was used to investigate the use of error analysis in a seventh-grade mathematics unit on equations and inequalities. Quantitative data were used to establish statistical significance of the effectiveness of using error analysis and qualitative methods were used to understand participants’ experience with error analysis.ResultsThe results determined that there was no significant difference in posttest scores. However, there was a significant difference in delayed posttest scores.ConclusionIn general, the teacher and students found the use of error analysis to be beneficial in the learning process.
Highlights
For decades, mathematics education pedagogy has relied most heavily on teachers demonstrating correctly worked example exercises as models for students to follow while practicing their own exercises [3]
Incorrect exercises have been introduced for the purpose of student-conducted error analysis [17]
A mixed method design was used to investigate the use of error analysis in a seventhgrade mathematics unit on equations and inequalities
Summary
Mathematics education pedagogy has relied most heavily on teachers, demonstrating correctly worked example exercises as models for students to follow while practicing their own exercises. Combining the use of correctly worked exercises with error analysis has led researchers to posit increased mathematical understanding. Conclusion: In general, the teacher and students found the use of error analysis to be beneficial in the learning process. Researchers posit a result of increased mathematical understanding when these practices are used with a combination of correctly and erroneously worked exercises [1, 4, 8, 11, 15, 16, 18, 19, 23]. Worked examples free the students from performance demands and allow them to concentrate on gaining new knowledge [1, 11, 16]
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