What Could Go Wrong? Error Anticipation Relates to Conceptual and Procedural Knowledge in Algebra Students

• In Event: The Role of Errors and Faulty Reasoning in Mathematics Learning

Abstract

This study examines a worked examples intervention to explore the concepts inherent in Algebraic equation solving. Eighth grade Algebra I students completed measures of their conceptual and procedural knowledge, and also indicated what types of errors younger learners might make when trying to solve an algebraic equation. Results indicate worked examples lead to improved learning, and that error anticipation skills are related to students’ conceptual understanding and procedural skill. Future work should explore how identifying and addressing the shortcomings in problem-solving strategies through error anticipation and analysis might develop, and whether such activities are themselves avenues for student learning.

Authors

• Nicholas F. McCann

• Julie L. Booth, Temple University