GSSR - Global Social Sciences Review

CONCEPTUALIZATION OF NUMBERS NUMBER OPERATIONS AND ALGEBRA AMONG 10TH AND 11TH GRADE STUDENTS

http://dx.doi.org/10.31703/gssr.2020(V-I).30 10.31703/gssr.2020(V-I).30
Authored by : NamirahAslam , AishahSiddiquah , Mobeen UlIslam

30 Pages : 291-299

References

Ashlock, R. B. (2010). Error patterns in computation: Using error patterns to help each student learn (10th ed.). Pearson.
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Rev. Educ. Res. 70(2), 181-214.
Ball, D. L., Thames, M. H., & Phelps, G. C. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
Eggleton, P. J. & Moldavan, C. C. (2001). The value of mistakes. Mathematics Teaching in the Middle School, 7(1), 42-47.
Government of Pakistan. (2006). National curriculum for mathematics: Grades I-XII. Ministry of Education.
Hetland, L. (2013). Connecting creativity to understanding. Educational Leadership, 70(5), 65-70.
Hill, H. C., Schilling, S.G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal 105, 11-30.
Izen, S. P. (1999). Fearless learning. The Mathematics Teacher, 92(9), 756-757.
Lai, C- F. (2012). Error Analysis in Mathematics (Technical Report # 1012). Behavioral Research and Teaching, University of Oregon.
Martinez, M. E. (1998). What is problem solving? The Phi Delta Kappan, 79(8), 605-609.
McLaren, B. M., Adams, D. M., & Mayer, R. E. (2015). Delayed learning effects with erroneous examples: A study of learning decimals with a web-based tutor. Int. J. Artif. Intell. Educ. 25(4), 520-542.
Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91(1),175-189.
Rushton., S. J. (2018). Teaching and learning mathematics through error analysis. Rushton Fields Math Educ J., 3(4). https://doi.org/10.1186/s40928-018-0009-y.
Safriani, W., Maulidi, I., Munzir, S., & Duskri, M. (2019). Analysis of students: Errors on the fraction calculation operations problem. Al-Jabar: Jurnal Pendidikan Matematika, 10(2), 307-318.
Ulu, M. (2017). Errors made by elementary fourth grade students when modelling word problems and the elimination of these problems through scaffolding. International Electronic Journal of Elementary Education, 9(3), 553-580.
Wischgoll, A., Pauli, C., & Reusser, K. (2015). Scaffolding--how can contingency lead to successful learning when dealing with errors? The International Journal on Mathematics Education, 47(7), 1147-1159.

References

Ashlock, R. B. (2010). Error patterns in computation: Using error patterns to help each student learn (10th ed.). Pearson.
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Rev. Educ. Res. 70(2), 181-214.
Ball, D. L., Thames, M. H., & Phelps, G. C. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
Eggleton, P. J. & Moldavan, C. C. (2001). The value of mistakes. Mathematics Teaching in the Middle School, 7(1), 42-47.
Government of Pakistan. (2006). National curriculum for mathematics: Grades I-XII. Ministry of Education.
Hetland, L. (2013). Connecting creativity to understanding. Educational Leadership, 70(5), 65-70.
Hill, H. C., Schilling, S.G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal 105, 11-30.
Izen, S. P. (1999). Fearless learning. The Mathematics Teacher, 92(9), 756-757.
Lai, C- F. (2012). Error Analysis in Mathematics (Technical Report # 1012). Behavioral Research and Teaching, University of Oregon.
Martinez, M. E. (1998). What is problem solving? The Phi Delta Kappan, 79(8), 605-609.
McLaren, B. M., Adams, D. M., & Mayer, R. E. (2015). Delayed learning effects with erroneous examples: A study of learning decimals with a web-based tutor. Int. J. Artif. Intell. Educ. 25(4), 520-542.
Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91(1),175-189.
Rushton., S. J. (2018). Teaching and learning mathematics through error analysis. Rushton Fields Math Educ J., 3(4). https://doi.org/10.1186/s40928-018-0009-y.
Safriani, W., Maulidi, I., Munzir, S., & Duskri, M. (2019). Analysis of students: Errors on the fraction calculation operations problem. Al-Jabar: Jurnal Pendidikan Matematika, 10(2), 307-318.
Ulu, M. (2017). Errors made by elementary fourth grade students when modelling word problems and the elimination of these problems through scaffolding. International Electronic Journal of Elementary Education, 9(3), 553-580.
Wischgoll, A., Pauli, C., & Reusser, K. (2015). Scaffolding--how can contingency lead to successful learning when dealing with errors? The International Journal on Mathematics Education, 47(7), 1147-1159.