Investigating Students' Mathematical Difficulties with Quadratic Equations
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This paper examines the factors that hinder students’ success in working with and understanding the mathematics of quadratic equations using a case study analysis of student error patterns. Twenty-five Year 11 students were administered a written test to examine their understanding of concepts and procedures associated with this topic. The findings indicate that students’ success was inhibited by errors that arose from a lack of procedural understanding regarding fractions, algebraic processes, and conceptual understanding regarding algebraic conventions. Without this prerequisite knowledge, working with and understanding the nature of quadratics was hindered.
Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia: Opening Up Mathematics Education Research
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Mathematics and Numeracy Curriculum and Pedagogy