Abstract
The purpose of this paper is to describe one characteristic of instruction focused on mathematical errors and imprecisions in content and language that instructors make while teaching algebra in community colleges within the United States. Findings from our study reveal that instructors’ mathematical errors and imprecisions relative to language and notation are present during instruction, which have the potential to lead to a lack of clarity and student misconceptions.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 |
| Editors | Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale |
| Publisher | Psychology of Mathematics Education (PME) |
| Pages | 137-144 |
| Number of pages | 8 |
| ISBN (Print) | 9780639821528 |
| State | Published - 2019 |
| Event | 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 - Pretoria, South Africa Duration: Jul 7 2019 → Jul 12 2019 |
Publication series
| Name | Proceedings of the International Group for the Psychology of Mathematics Education |
|---|---|
| Volume | 2 |
| ISSN (Print) | 0771-100X |
| ISSN (Electronic) | 2790-3648 |
Conference
| Conference | 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 |
|---|---|
| Country/Territory | South Africa |
| City | Pretoria |
| Period | 7/7/19 → 7/12/19 |
Bibliographical note
Publisher Copyright:© 2019 left to authors All rights reserved.