ERIC Number: EJ902481
Record Type: Journal
Publication Date: 2009-Oct
Reference Count: 9
Students' Understandings and Misconceptions of Algebraic Inequalities
Rowntree, Rebecca V.
School Science and Mathematics, v109 n6 p311-312 Oct 2009
The National Council of Teachers of Mathematics [NCTM] requires students in grades nine through 12 to be able to explain inequalities using mathematical relational symbols and be able to understand the meaning of inequalities and their solutions (NCTM, 2000). Studies have shown that not only middle and high school students have difficulties with inequalities, but those of college age as well, particularly in the following four areas: (a) regarding inequalities as equations; (b) a limited understanding of the terms "more" and "less" and of the corresponding relational symbols; (c) difficulties relating and using different solving techniques; and (d) interpreting solutions. To be able to accurately understand and correct misconceptions about inequalities held by students, teachers must know how to represent inequalities in various ways. Tsamir and Bazzini (2004) suggest that teachers be constantly aware of the misconceptions students have and promote student awareness of their misconceptions.
Descriptors: Symbols (Mathematics), Mathematics Teachers, Misconceptions, Mathematics Instruction, Mathematical Concepts, Problem Solving, College Mathematics, Secondary School Mathematics, Equations (Mathematics), Algebra
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Authoring Institution: N/A