TY - JOUR
T1 - Eighth grade students' misconceptions and errors in mathematics learning in Nepal
AU - Kshetree, Mukunda Prakash
AU - Acharya, Bed Raj
AU - Khanal, Bishnu
AU - Panthi, Ram Krishna
AU - Belbase, Shashidhar
N1 - Publisher Copyright:
© 2021 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
PY - 2021/6
Y1 - 2021/6
N2 - This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.
AB - This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.
KW - Mathematical conceptions
KW - Misconceptions in mathematics
KW - Nepal
KW - Students' errors in mathematics
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U2 - 10.12973/EU-JER.10.3.1101
DO - 10.12973/EU-JER.10.3.1101
M3 - Article
AN - SCOPUS:85109650800
SN - 2165-8714
VL - 10
SP - 1101
EP - 1121
JO - European Journal of Educational Research
JF - European Journal of Educational Research
IS - 3
ER -