Pelajar sekolah sering menghadapi masalah miskonsepsi dalam algebra di mana para guru

gagal untuk mengenalpasti atau memahami (Smith, diSessa, & Roschelle, 1994).
Miskonsepsi telah didefinisikan sebagai kejadian apabila pelajar menyalahgunakan strategi
yang telah dipelajari untuk menyelesaikan masalah baru (Russell, ODwyer, & Miranda,
2009). Jawapan yang salah ini bukanlah sesuatu yang boleh di pandang ringan kerana ini
adalah masalah yang melibatkan peraturan dan ianya merupakan pengalaman yang akan
dibawa oleh pelajar (Russell et al., 2009). Pendedahan miskonsepsi sangat penting kerana
pelajar ini akan mengalami kesukaran sepanjang proses pembelajaran di sekolah mahupun
di peringkat yang lebih tinggi.
Perspectives
Algebra selalunya dianggap sebagai konsep abstrak dengan pelbagai kebolehan definisi.
Sesetengah pengkaji algebara telah membahagikannya kepada tiga bahagian iaitu 1)
Model, 2) Fungsi dan 3) Algebra Umum (Kaput, 2008). Model termasuk penyelesaian
masalah ing knowledge includes solving open number sentences, understanding
equivalence, and using variables. Functions in the elementary grades include possessing
the ability to recognize, describe, extend, and create linear and nonlinear patterns.
Generalized arithmetic includes simplifying (i.e., simplify calculations using number relations
and compensation strategies) and generalizing (i.e., utilizing mathematical properties like the
commutative property, property of zero, etc.) (Wagner & Kieran, 1989).
Data Sources and Methods
In this qualitative multiple case study, I analyzed the experiences of three in-service teachers
and their students. The teachers teach first, second, and fifth grade, respectively, at two
high-poverty, low-achieving schools in a large urban school district in the Pacific Northwest.
The student participants included 17 first grade students, 15 second grade students, and 20
fifth grade students, for a total of 52 students.
To confirm findings and ensure data quality, data collection was triangulated through three
different methods: multiple teacher interviews with each teacher participant, student
interviews with each student participant, and classroom observations with each classroom
(Miles & Huberman, 1994). Teachers were asked about and students were asked to solve
items in all three areas of algebra: modeling (i.e., equivalence problems such as 8+4=__+5),
generalized arithmetic (i.e., simplification problems such as 15+7-6=__), and functions (i.e.,
linear patterns such as 3, 5, 7, 9, 11, __). Data collection efforts began in January of 2011;
data was collected over a period of four months.
Results and Conclusions
The findings revealed that the students held a number of algebraic misconceptions that
occurred throughout the three strands of algebra: modeling, generalized arithmetic, and
functions. In the area of modeling, for example, students across the three grade levels were
able to solve open-number sentences such as 8+__=15 fairly easily, with rates of success
for first, second, and fifth grade students of 65%, 87%, and 100%, respectively. When this
task was made conceptually more difficult, however, by introducing an equivalence task such
as 6+7=__+4, these rates of success for first, second, and fifth grade students decreased to
6%, 13%, and 60%, respectively. Misconceptions occurring here included adding the first
two numbers, adding all three numbers, or ignoring the first number. When asked to make
this concept still more complex by introducing variables into the problem such as 6+B=9, the
rates of success for first, second, and fifth grade student remained low at 29%, 47%, and
80%, respectively. The primary misconception occurring with this problem involved

visualizing B numerically (i.e., A=1 so B=2). This type of analysis continued for the other two
areas of algebra (i.e., functions and generalized arithmetic).
Importance
The importance of this work lies in the concept that students who hold misconceptions
surrounding algebraic reasoning in elementary school may continue to struggle with algebra
in the later grades (National Mathematics Advisory Panel, 2008). Carpenter and colleagues
described this problem as: If not addressed, misconceptions about equality and variables
persist and provide serious impediments for learning high school algebra and other
advanced mathematics (p. 96). This research supports Carpenter and colleagues (2005)
work indicating that elementary students may be experiencing misconceptions in algebra
that may need attention. Further, this research supports the idea that teachers may need
professional development in the area to improve student algebraic thinking skills. Several
researchers (Jacobs, Franke, Carpenter, Levi, & Battery, 2007; Carpenter, et al., 2005) have
seen improvement of student algebraic reasoning skills through conducting professional
development with teachers. Despite several limitations, these analyses strive to gather an
initial description of student misconceptions in algebra.
This session will review the literature, discuss the misconceptions, and engage the audience
in a discussion regarding potential solutions to remedy algebra misconceptions. This
session will address diagnostic assessment tools (i.e., to discover misconceptions) and
professional learning (i.e., to inform teachers how to remedy such misconceptions).
Lead Speaker:
Nicole C. Ralston
Description of Presentation:
Students often have misconceptions in algebra that their teachers fail to recognize or
understand. Discovering misconceptions is crucial: any not remedied may persist throughout
school. The speaker will describe a qualitative, multiple-case-study design used to reveal the
algebra misconceptions of first-, second-, and fifth-grade students.
Session Type: Poster Session