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
Recommended Citation
Mendoza, Realiza M., "Error patterns and learning difficulties as perceived by the teachers in Math 11 and Math 17" (1994). Undergraduate Theses. 10008.
https://www.ukdr.uplb.edu.ph/etd-undergrad/10008
Document Type
Thesis