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dc.contributor.authorRakes, Christopher R
dc.contributor.authorRonau, Robert N
dc.date.accessioned2020-06-29T17:51:46Z
dc.date.available2020-06-29T17:51:46Z
dc.date.issued2019
dc.description.abstractThe present study examined the ability of content domain (algebra, geometry, rational number, probability) to classify mathematics misconceptions. The study was conducted with 1,133 students in 53 algebra and geometry classes taught by 17 teachers from three high schools and one middle school across three school districts in a Midwestern state. Students answered 17 multiple choice items from the National Assessment of Educational Progress. A prompt was added to each item for students to explain the reasoning for their answer. Explanations were examined qualitatively to determine whether the responses were indicative of misconceptions. The responses were then analyzed quantitatively with structural equation modeling. Several knowledge structures (variable, measurement, spatial reasoning, additive/multiplicative structures, absolute/relative comparison) were found to be foundational to understanding multiple content domains. Multiple foundational structures were found to be related to misconceptions in each content domain, and misconceptions for multiple content domains were found within each foundational structure. The quantitative analyses found that the best classification of misconceptions included correlations among the content domains and a factor independent of content domain. The qualitative analyses led to the conclusion that interactions among the foundational knowledge structures best described the factor independent of content domain.en_US
dc.description.urihttps://www.ijres.net/index.php/ijres/article/view/482en_US
dc.format.extent22 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2nb41-xjtl
dc.identifier.citationRakes, C.R. & Ronau, R.N. (2019). Rethinking mathematics misconceptions: Using knowledge structures to explain systematic errors within and across content domains. International Journal of Education in Mathematics, Science and Technology (IJEMST), 5(1), 1-21, https://www.ijres.net/index.php/ijres/article/view/482en_US
dc.identifier.urihttp://hdl.handle.net/11603/19028
dc.language.isoen_USen_US
dc.publisherInternational Journal of Research in Education and Scienceen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.rightsPublic Domain Mark 1.0*
dc.rightsThis work was written as part of one of the author's official duties as an Employee of the United States Government and is therefore a work of the United States Government. In accordance with 17 U.S.C. 105, no copyright protection is available for such works under U.S. Law
dc.rights.urihttp://creativecommons.org/publicdomain/mark/1.0/*
dc.titleRethinking Mathematics Misconceptions: Using Knowledge Structures to Explain Systematic Errors within and across Content Domainsen_US
dc.typeTexten_US


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This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Except where otherwise noted, this item's license is described as This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.