Poster Title
P-36 Identifying Common and Persistent Misconceptions Held by Remedial Math Students
Abstract
This research built off our previous research from the summer of 2018, when we gathered a true random sample of 1,200 exams from remedial math courses at Andrews over the past 15 years. We then tabulated the frequency of incorrect responses for each concept covered on the exams. Using our results from 2018 and this initial frequency analysis, we created a framework for data collection. The data collection and analysis involved reviewing student work, recording the data within our designed framework. This data is currently being used as a resource in editing the curriculum of the remedial math courses at Andrews.
Start Date
2-28-2020 2:30 PM
P-36 Identifying Common and Persistent Misconceptions Held by Remedial Math Students
This research built off our previous research from the summer of 2018, when we gathered a true random sample of 1,200 exams from remedial math courses at Andrews over the past 15 years. We then tabulated the frequency of incorrect responses for each concept covered on the exams. Using our results from 2018 and this initial frequency analysis, we created a framework for data collection. The data collection and analysis involved reviewing student work, recording the data within our designed framework. This data is currently being used as a resource in editing the curriculum of the remedial math courses at Andrews.
Acknowledgments
J.N. Andrews Honors Scholar
Lynelle Weldon, Mathematics