PART A Problem: Students tend to be confused between all of the formulas dealing with area and perimeter Part B 1. Why do students mix up the formulas for perimeter and area? 2. Why do students confuse measuring units for perimeter and area? 3. What are the students’ common misconception regarding estimation of area and perimeter?…
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University of Southampton: Mathematical Sciences: databases & indexes Two additional keywords i. Teaching methods ii. Curriculum Key words that yielded the most useful searches i. Misconception ii. Area and perimeter D. Annotated bibliography for five sources identified in your search. Carle, S. (1993). Student Held Misconceptions Regarding Area and Perimeter of Rectangles. Boston: University of Massachusetts. This source focuses on the misconceptions of students in relation to area and perimeter of rectangles. Carle (1993) describes that students enter classroom with personal schemas, anchored in their ideas and experiences, which impact on their interpretation, reception, and recollection of new information. The author’s essentially recommends that the teachers should understand the impacts of such schemas. The author observes that the students manipulate and apply information without difficulties in class, only to forget the content after a while. Consequently, misconceptions are entangled into schemas, hence obstructing with the reception of information. Furthermore, the author discusses a framework including Anderson's theory of memory, taxonomy of critical thinking dispositions and abilities, Ennis' definition of critical thinking and cognitive psychology. ...
The author has explained how the process of identification starts with pre-test analysis, which has five misconceptions including spatial bias, Equality Assumptions, Conversion Conclusion, Increase/Decrease assumption, and Fallacy of multiples. Disclosure of different types of misconceptions has a direct implication on the current study, which primarily deals with the way such misconceptions affect students’ understanding of area and perimeter formulas. Also useful from this source are the several theories that the author has explained which can help teachers in establishing the process of getting rid of misconception as well as initiating education change – this information can help in formulation the solution and recommendation in the current area of study. Although this source has some very relevant information that relates to the current topic, its usefulness is somewhat limited because it was published two decades ago, and many things have since changed. Therefore, its relevance is subject to further investigations on the more recent studies, to find out if any substantial changes have occurred in connection with the author’s findings. The author concludes the thesis by noting that the multi-faceted framework is very useful in investigating ways of building lessons, while focusing on elimination of particular misconceptions. Furthermore, the author makes suggestions on the manner in which the current innovative educational methods can be improved to aid students in understanding of formulas and mathematics in general. I reacted very positively to this source, because I found its multi-faced framework of investigating students’ ...
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