Error patterns and learning difficulties as perceived by the teachers in Math 11 and Math 17

Date

10-1994

Degree

Bachelor of Science in Mathematics

College

College of Arts and Sciences (CAS)

Adviser/Committee Chair

Leonora A Zagala

Abstract

A study on error patterns and learning difficulties of students in Math 11 (College Algebra) and Math 11 (Algebra and Trigonometry) was conducted. a descriptive survey was used, whose respondents where teachers from the DMAML who teach Math 11 and Math 11. The teacher's response shows that student's most committed errors were on distributing powers over terms, and misuse of the definition of fraction with negative exponents. While the least committed error were on exponentation, specifically in dividing base number and misuse of the definition of rational exponents i.e. transformation of radicals into forms of rational exponents. Also, the most observed learning difficulties of students were on solving verbal problems and in dealing with radicals and rational exponents. A recommendation on the aforementioned error patterns and learning difficulties of students was made.

Language

English

Location

UPLB Main Library Special Collections Section (USCS)

Call Number

Thesis

Document Type

Thesis

This document is currently not available here.

Share

COinS