Error Analysis of Engineering Students' Misconceptions in Algebra
|International Journal of Engineering Trends and Technology (IJETT)||
|© 2020 by IJETT Journal|
|Year of Publication : 2020|
|Authors : Cristo Mark D. Ancheta, Gener S. Subia
|DOI : 10.14445/22315381/IJETT-V68I12P212|
MLA Style: Cristo Mark D. Ancheta, Gener S. Subia. Error Analysis of Engineering Students' Misconceptions in Algebra International Journal of Engineering Trends and Technology 68.12(2020):66-71.
APA Style:Cristo Mark D. Ancheta, Gener S. Subia. Error Analysis of Engineering Students' Misconceptions in Algebra. International Journal of Engineering Trends and Technology, 68(12), 66-71.
This study dealt with identifying the engineering students' misconceptions in Algebra using the error analysis approach. It also determined the reasons causing students' misconceptions. The study results show that 86% of the students had misconceptions in identifying similar terms and identifying similar radical expressions, 88% for identifying polynomial expressions that are not factorable, and 92% for translating words to mathematics symbols. The underlying reasons for students' misconceptions are due to students' lack of conceptual understanding and retention in their schema. The students easily forget what they previously learned because of rote learning. They tend to memorize the concepts needed for skillful mathematical operation instead of grasping these concepts' meaning. Some are caused by carelessness and incorrect application of laws and principles. In addition, the teaching methodology of the teachers did not focus on retention learning, identifying errors, and improving scores of the students.
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Algebra, calculus, engineering students, error analysis, mathematics teachers, misconceptions