Assessing Algebraic Solving Ability: A Theoretical Framework

Lian, Lim Hooi; Yew, Wun Thiam

doi:10.5539/ies.v5n6p177

Cited by 11 publications

(17 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the answers at the level of uni-structural thinking, it was determined that they proposed only the social distance (two meters) should be written all over the figure, and the resulting shape was not evaluated multi-structural. As a matter of fact, this situation is parallel to the results obtained from some studies (Jurdak, 1991;Lian & Yew, 2012). In the study where Jurdak (1991) showed the relationship between SOLO taxonomy levels and Van Hiele levels, it was stated that the visual level, which is the beginning of Van Hiele geometric thinking levels, was the uni-structural level in the SOLO taxonomy.…”

Section: Discussionsupporting

confidence: 62%

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

Yurtyapan¹,

Yılmaz²

2021

Participatory Educational Research

View full text Add to dashboard Cite

The aim of this study is to examine the geometric thinking levels of middle school mathematics preservice teachers regarding the problem situations regarding the concept of social distance according to the SOLO taxonomy. The research was conducted using the special case method, one of the qualitative research methods. The working group, studying at a state university in Turkey in middle school mathematics teaching department consists of 80 preservice teachers. While determining the participants, purposeful sampling method was used because the preservice teachers who took "Basics of Mathematics II" and "Special Teaching Methods II" courses were selected. In the study, semi-structured interviews were conducted with 15 preservice teachers since it was aimed to examine remarkable situations from the answers given to open-ended questions. Descriptive analysis technique was used while analyzing the data. Most of the answers given in the study were found to be below the relational geometric thinking level. As a result, it was determined that most of the answers given reflected quantitative learning. In line with this result obtained in the study, it is suggested that open-ended questions about life should be included frequently in teaching in order to reach the relational and extended abstract level answers that reflect qualitative learning.

show abstract

Section: Discussionsupporting

confidence: 62%

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

Yurtyapan¹,

Yılmaz²

2021

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…This is corresponding with the statement of Lian & Idris (2006) that students at the extended abstract level can expand the application of information provided in new situations. In line with this statement, Lian & Yew (2012) stated that students at the extended abstract level can apply all aspects of the data to other situations. Braband & Dahl (2008) also provided a statement that students at this level can use their ideas in new situations.…”

Section: Students' Responses Leveling Withmentioning

confidence: 93%

Students’ Responses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligences

Silwana

Subanji

Manyunu

et al. 2021

IJOLAE

View full text Add to dashboard Cite

This research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on SOLO taxonomy. The level of students’ responses as the output in this research is expected to be used as a reference by mathematics teachers to determine the appropriate learning methods and strategies in accordance with the tendency of students' multiple intelligence types. It can be useful in realizing the effectiveness of mathematics learning about what needs to improved and emphasized in learning so that all students can achieve optimal responses in solving mathematical problem and can develop their multiple intelligences. This research is descriptive qualitative research with six students in the 11th Grade of SMAN 1 Gondanglegi as research subjects: two students with logical-mathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. Data collection was done by providing multiple intelligence classification tests, linear programming problem tests, and interviews. The result of the research showed the students’ response level in solving the mathematical problem of linear programming material based on SOLO taxonomy is that students with logical-mathematical intelligence tendency reached extended abstract response level, students with verbal-linguistic intelligence tendency reached multistructural response level, and students with visual-spatial intelligence tendency reached multistructural and relational response level.

show abstract

“…For others too, the primary cause of many learners committing implementation errors is a lack of mathematical knowledge [15,31]. A potential solution offered is that in the process of conflicts between new knowledge and existing knowledge the logic is to wait for restructured schema to accept or connect in order to work and produce correct solutions and hence the need for the current study [22,25]. Thus, the errors and misconceptions will only be corrected if learners are able to revise old concepts before learning a new concept.…”

Section: Related Work and Development Of Research Questionmentioning

confidence: 99%

Analysis of Types, Sources of Errors and Misconceptions in South African Algebra Cognition

Mathaba¹,

Bayaga²

2021

ujer

View full text Add to dashboard Cite

Due to the persistent nature of errors and misconceptions, through SOLO model, the current research was aimed at examining the types and the sources of errors and misconceptions committed by Grade 9 learners in Algebra cognition. Thus, in the current research, the model was applied to assess learners' learning outcomes and to classify the value of the response. Through a survey, the sample size for this study was 100 Grade 9 learners in KwaZulu-Natal province of South Africa. In response to the aim of the research, the themes comprised, algebraic fractions, graphs, expressions and equations, words problems. The results revealed that possible sources were lack of conceptual and procedural knowledge, a lack of factual knowledge, lack of connection between new knowledge and old knowledge, lack of interpretation, errors caused by translation. The major conclusion because of the SOLO theory revealed the level of thinking, indicating both one-structure and many-structures only in equations and expressions involving translation of equation to table and table to the graph. The practical implication is positioned on the need to improve understanding the sources of errors, classified as a lack of conceptual and procedural knowledge; lack of factual knowledge; lack of connection between new knowledge and old knowledge, lack of interpretation, inattentiveness and failure to read and understand; errors caused by translation. The theory applied revealed the need to emphasize other level of thinking as well as sources of errors.

show abstract

Assessing Algebraic Solving Ability: A Theoretical Framework

Cited by 11 publications

References 28 publications

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

Students’ Responses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligences

Analysis of Types, Sources of Errors and Misconceptions in South African Algebra Cognition

Contact Info

Product

Resources

About