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ERIC Number: EJ1217078
Record Type: Journal
Publication Date: 2019-Apr
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0025-5769
The No-to-Yes Project: Conquering Common Algebraic Mistakes That Drive Us and Our Students Crazy
Mathematics Teacher, v112 n6 p432-438 Apr 2019
Despite repeated discussions and practice, algebra students continue to make variable errors, in many ways, year after year. This same problem appeared thirty years ago in a list of common errors that math teachers today would immediately recognize, many involving exponents and distribution (Marquis 1988). Similar complaints even appeared in the early 1900s (NCTM 1910). To address these persistent misconceptions and help their students be more successful in math, the authors combined research on conceptual change, spaced and interleaved practice, and process mnemonics with their own classroom experiences to create the No-to-Yes project. After participating in the program, students better recognized multiple misconception types within one expression and could deal with them correctly--without guessing."
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A