A case study of in-service teachers’ errors and misconceptions in linear combinations
Author:
Affiliation:
1. Faculty of Science Education, Bindura University of Science Education, Bindura, Zimbabwe
2. Department of Mathematics Education, University of KwaZulu-Natal, Durban, South Africa
Publisher
Informa UK Limited
Subject
Applied Mathematics,Education,Mathematics (miscellaneous)
Link
https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2021.1913656
Reference36 articles.
1. Misconceptions in Linear Algebra: the Case of Undergraduate Students
2. An Exploration of Students’ Conversions from a Symbolic to a Verbal Representation
3. The use of cross multiplication and other mal–rules in fraction operations by pre-service teachers
4. Learning about learner errors in professional learning communities
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1. Graduate Teaching Assistants’ Perception of Student Difficulties and Use in Teaching;International Journal of Research in Undergraduate Mathematics Education;2024-06-01
2. A Management Model for the Development of Meaningful Digital Learning Resources in Homogeneous Linear Algebra Courses;2023 International Conference on Electrical, Computer and Energy Technologies (ICECET);2023-11-16
3. Primary Pre-service Teachers’ Knowledge of the Concepts of Mean and Median;African Journal of Research in Mathematics, Science and Technology Education;2023-09-02
4. Misconceptions and resulting errors displayed by in service teachers in the learning of linear independence;International Electronic Journal of Mathematics Education;2022-09-23
5. Cognitive obstacles in the learning of complex number concepts: A case study of in-service undergraduate physics student-teachers in Zimbabwe;Eurasia Journal of Mathematics, Science and Technology Education;2022-09-01
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