Difficulties in learning inequalities in students of the first year of pre-university education in Spain

Eurasia Journal of Mathematics, Science and Technology Education

Volumn 3, Issue 3, 2007, Pages 221-229

  Blanco, Lorenzo J ^a   Garrote, Manuel ^b  

^a UNIVERSITY OF EXTREMADURA   (Spain)

^b Colegio Ntra Sra del Carmen ^*  (Spain)

Author keywords

Algebra; Inequalities; Mathematics; Secondary; Students' misteakes

Indexed keywords

EID: 34848923303     PISSN: 13058215     EISSN: 13058223     Source Type: Journal    
DOI: 10.12973/ejmste/75401     Document Type: Article

References (30)

1. Behr, M. et al. (1980). How children view the equal sign. Mathematics Teaching 92, 13-15.
2. Beltrán, A. (1997). Evolución matemática de nuestros alumnos. [The mathematical evolution of our pupils.] Épsilon, 39. 165-168.
3. Blanco, L.J. (2001). Errors in the Teaching/Learning of the Basic Concepts of Geometry. International Journal for Mathematics Teaching and Learning http://www.ex.ac.uk/cimt/ijmtl/ijmenu.htm
4. Brousseau, G. (1997), Theory of Didactical Situations in Mathematics. Kluwer Academic Publishers. Dordrecht.
5. Cohen, L. & Manion, L. (1982). Research Methods in Education. Croom Helm. London.
6. Collis, K.F. (1975). A study of concrete and formal operations in school mathematics: a Piagetian view point. Australian Council for Educational Research. Melbourne.
7. Coxford, A.F. & Shulte, A.P. (1988). The ideas of algebra, K-12. 1988 Yearbook. N.C.T.M.
8. Enfedaque, J. (1990). De los números a las letras. [From numbers to letters.] Suma no 5. 23-34.
9. Gallego, J.L. (1995). Errores conceptuales y de procedimientos en las matemáticas. [Conceptual and procedural error in mathematics.] Épsilon, 33. 261-264.
10. Goldin, G. and Shteingold, N (2001). System of representations and the development of mathematical concepts. In Cuoco, A.A. & Curcio, F.R. The roles of representation in school mathematics. NCTM. 1-23
11. Grupo Azarquiel (1991). Ideas y actividades para enseñar algebra. [Ideas and activities to teach algebra] Síntesis. Madrid.
12. Gutiérrez, A. & Jaime, A. (1996). Uso de definiciones e imágenes de conceptos geométricos por los estudiantes des Magisterio. [Use of definitions and images of geometrical concepts by students for primary teachers.] In Giménez, J.; Llinares, S.; & Sánchez, M.V. (eds.): El proceso de Ilegar a ser un profesor de primaria. Cuestiones desde la educación matemática. [The process of becoming a primary teacher. Questions from mathematics education.] Comares. 143-170.
13. Kieran, C. (1979). Children's operational thinking within the context of bracketing and the order of operations. In D. Tall (ed.) Proceeding of the Third International Conference for PME. Coventry, England. Warwick University, Mathematics Eduational Research Centre. 128-133.
14. Kieran, C. (1981). Concepts associated with the equality symbol. Educational Studies in Mathematics, 12. 317-326.
15. Kieran, C. (1992). The learning and teaching of school-algebra. In Grouws, D.A. Handbook of Research on Mathematics Teaching and Learning. Macmillan Pub. Co. 390-419.
16. Kücheman, D. (1978). Children's understanding of numerical variables Mathematics in School, 20. 41-54 20.
17. Kücheman, D. (1981). Algebra. In K.M. Hart (ed.) Children's understanding of mathematics. London. John Murray. 102-119.
18. Lochhead, J. & Mestre, J.P. (1988). From words to algebra: mending misconcepdons. In Coxford, A.F. & Shulte, A.P. The ideas of algebra, K-12. 1988 Yearbook. NCYM. 127-135.
19. MacGregor, M. & Stacey, K. (1997). Students' understanding of algebraic notation: 11-15. Educational Studies in Mathematics, 33(1), 1-19. http://www.edfac.unimelb.edu.au/DSME/staff/Kaye Stacey/projects/alg-proj.htm
20. Marquis, J. (1988). Common mistakes in algebra. In Coxford, A.F. & Shulte, A.P.. The ideas of algebra, K-12. 1988 Yearbook. NCTM. 204-205.
21. Palarea, M.M. (1999). La adquisición del lenguaje algebraico: reflexiones de una investigación. [The acquisition of algebraic language: reflections from an investigation.] Números, no 40. 3-28.
22. Palarea, M.M & Socas, M.M. (1999-2000). Procesos cognitivos implicados en el aprendizaje del lenguaje algebraico. Un estudio biográfico. [Cognitive processes involved in learning algebraic language.] El Guiniguada, no 8/9. 319-336.
23. Radatz, H (1980). Students' errors in the mathematical learnin~ process: A survey. For the Learning Mathemtaics, 1. 16-20.
24. Resnick, L. (1983). Mathematics and sciences learning. A new conception. Science, 29. 477-78.
25. Socas, M.M. (1997). Dificultades, obstáculos y errores en el aprendizaje de las matemáticas en la educación secundaria. [Difficulties, obstacles, and errors in learning mathematics in secondary education.] In Rico, L. et al.: La educación matemáti ca en la enseñanza secundaria. [Mathematics education at the secondary level.] ICE/Horsori. 125-154.
26. Socas, M.M., Camacho, M., Palarea, M. & Hernández, J. (1989). Iniciación al álgebra. Matemáticas.- Cultura y Aprendizaje. [Initiatonn to algebra. Mathematics: Culture and Learning.] Ed. Síntesis, no 23. Madrid.
27. Trigueros, M., Reyes, A., Ursini, S. & Quintero, R.(1996). Diseño de un cuestionario de diagnóstico acerca del manejo del concepto de variable en el álgebra. [Design of a diagnostic questionnaire about the handling of the concept of variable in algebra.] Enseñanza de las ciencias, no 14(3). 351-363.
28. Usiskin, Z. (1988). Conceptions of school algebra and uses of variables. In Coxford, A.F. & Shulte, A.P. The of algebra, K-12. 1988 Yearbook. NCTM. 8-19.
29. Vega, E. (1995). El uso del lengaaje algebraico en alumnos de bachillerato. [The use of algebraic language in pre-university pupils.] Educación mathemática, no 7(3), pp. 27-47.
30. Woods, P. (1986). Inside schools. Routledge & Kegan, P. London.