MISCONCEPTIONS OF PROSPECTIVE MATHEMATICS TEACHER IN LINEAR EQUATIONS SYSTEM

D. K. Fardah, E. L. Palupi
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Abstract

Misconceptions are still a problem in learning mathematics. The causes are very diverse, ranging from the cognitive abilities of students who are not good at mathematics to the teacher who is the trigger for this misconception. The misconception diagnostic test benefits readers as a reference and pressure point in conveying certain concepts that are prone to misconceptions. This study aims to diagnose the occurrence of misconceptions and to analyze the types of misconceptions in 29 prospective mathematics teachers on the two-variable (SPLDV) and three-variable (SPLTV) linear purchasing system materials. A test to detect conceptual errors was given to these prospective teacher students to diagnose conceptual errors that occurred when they studied SPLDV in junior high school and SPLTV in high school before being given linear sales system material in Elementary Linear Algebra courses. The results show that there are still classificational, correlational, and theoretical misconceptions. Theoretical misconceptions that occur in students are related to the definition of misconceptions and related to the definition and types of SPL solutions. Classificational misconceptions occur when students classify examples and non-examples of a given linear sales system. Correlational misconceptions occur in students, namely students cannot connect a statement related to SPLDV with its graphical representation of the statement given, also students are not precise in compiling mathematical models of everyday problems given so the solutions obtained are incorrect.
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线性方程组中准数学教师的误区
误解仍然是学习数学的一个问题。原因是非常多样的,从不擅长数学的学生的认知能力到引发这种误解的老师。误解诊断测试有利于读者作为参考和压力点在传达某些概念,容易产生误解。本研究旨在诊断29名准数学教师对两变量(SPLDV)和三变量(SPLTV)线性采购系统材料的误解发生情况,并分析误解类型。在初等线性代数课程学习线性销售系统材料之前,对这些准教师学生进行了概念错误检测,以诊断他们在初中学习SPLDV和高中学习SPLTV时出现的概念错误。结果表明,仍然存在分类、相关和理论上的误解。学生出现的理论误解与误解的定义有关,也与SPL解决方案的定义和类型有关。当学生对给定线性销售系统的示例和非示例进行分类时,就会出现分类错误。学生中存在相关误解,即学生不能将与SPLDV相关的语句与所给语句的图形表示联系起来,并且学生在编制日常问题的数学模型时不精确,因此得到的解是不正确的。
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发文量
16
审稿时长
4 weeks
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