Developing refutation text to resolve students’ misconceptions in addition and subtraction of integers

Students’ misconceptions in addition and subtraction of integers need to be addressed since this topic is a prerequisite for students to learn advanced mathematics topics such as algebra. Having misconceptions in understanding the prerequisite concepts will hamper the acquisition and integration of new knowledge. The purpose of this study was to develop refutation text to resolve the misconception of students in addition and subtraction of integers. Refutation text was developed in the form of student worksheet adopting the development model from Borg and Gall (1983). Tryout of refutation text involved fifteen seventh-grade students. The study found that (1) The experts’ validation reveals that refutation text is suitable to be used as learning media for students on addition and subtraction of integers; (2) The refutation text implemented in the tryout was useful to resolve students’ misconception in addition and subtraction of integers; and (3) The practitioner’s assessment and students’ response showed that refutation text is practical. Drawing from the findings, we argue that the developed refutation text help students correcting their misconceptions in the topics and could be used by the teachers in the classroom practices. However, the refutation text needs to be extended to anticipate students’ mistake in interpreting word problems by providing some possible mistakes and its correction. Miskonsepsi siswa dalam penjumlahan dan pengurangan bilangan bulat perlu diatasi karena materi ini merupakan prasyarat bagi siswa untuk mempelajari materi matematika lanjutan seperti aljabar. Kesalahan dalam memahami konsep prasyarat akan menghambat penerimaan dan integrasi pengetahuan baru. Penelitian ini bertujuan mengembangkan media pembelajaran refutation text untuk mengatasi miskonsepsi siswa dalam penjumlahan dan pengurangan bilangan bulat. Refutation text yang dikembangkan berbentuk Lembar Kerja Siswa (LKS) dengan merujuk pada model pengembangan Borg dan Gall (1983). Uji coba refutation text dilakukan pada 15 orang siswa SMP kelas VII. Hasil penelitian menunjukkan bahwa (1) hasil penilaian ahli menunjukkan refutation text layak digunakan sebagai media pembelajaran bagi guru dalam mengajarkan penjumlahan dan pengurangan bilangan bulat; (2) refutation text yang diterapkan di kelas uji coba efektif dalam mengatasi miskonsepsi siswa dalam penjumlahan dan pengurangan bilangan bulat; dan (3) hasil penilaian praktisi dan respon siswa menunjukkan bahwa refutation text praktis digunakan sebagai media pembelajaran untuk mengatasi miskonsepsi siswa. Dalam hal ini, refutation text yang dikembangkan membantu siswa memperbaiki kesalahan konsep pada materi penjumlahan dan pengurangan bilangan bulat dan bisa digunakan oleh guru di kelas. Namun, refutation text tersebut perlu dikembangkan untuk mengantisipasi kesalahan siswa dalam mengintepretasi soal cerita dengan menyediakan beberapa kemungkinan kesalahan intepretasi dan perbaikan.

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SOCIAL MEDIA IN A CONTENT COURSE FOR THE DIGITAL NATIVES

TEFLIN Journal - A publication on the teaching and learning of English ◽

10.15639/teflinjournal.v24i1/48-62 ◽

2015 ◽

Vol 24 (1) ◽

pp. 48

Author(s):

Anita Lie

Keyword(s):

Social Media ◽

Classroom Practices ◽

Digital Technologies ◽

Digital Natives ◽

The Internet ◽

Educational Systems ◽

Participatory Process ◽

The Social ◽

New Knowledge ◽

The Media

Digital technologies and the Internet have revolutionized the way people gather information and acquire new knowledge. With a click of a button or a touch on the screen, any person who is wired to the internet can access a wealth of information, ranging from books, poems, articles, graphics, animations and so much more. It is imperative that educational systems and classroom practices must change to serve our 21st century students better. This study examines the use of Edmodo as a social media to teach a course in Pedagogy to a class of digital natives. The media is used as an out-of-class communication forum to post/submit assignments and resources, discuss relevant issues, exchange information, and handle housekeeping purposes. A survey of students' responses and discussions on their participatory process leads to insights on how the social media helps achieve the required competences.

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Parsing Algebraic Word Problems into Equations

Transactions of the Association for Computational Linguistics ◽

10.1162/tacl_a_00160 ◽

2015 ◽

Vol 3 ◽

pp. 585-597 ◽

Cited By ~ 14

Author(s):

Rik Koncel-Kedziorski ◽

Hannaneh Hajishirzi ◽

Ashish Sabharwal ◽

Oren Etzioni ◽

Siena Dumas Ang

Keyword(s):

Linear Programming ◽

Integer Linear Programming ◽

Word Problems ◽

Single Equation ◽

Manual Annotation ◽

Arithmetic Operations ◽

Discriminative Models ◽

Small Set ◽

Addition And Subtraction

This paper formalizes the problem of solving multi-sentence algebraic word problems as that of generating and scoring equation trees. We use integer linear programming to generate equation trees and score their likelihood by learning local and global discriminative models. These models are trained on a small set of word problems and their answers, without any manual annotation, in order to choose the equation that best matches the problem text. We refer to the overall system as Alges.We compare Alges with previous work and show that it covers the full gamut of arithmetic operations whereas Hosseini et al. (2014) only handle addition and subtraction. In addition, Alges overcomes the brittleness of the Kushman et al. (2014) approach on single-equation problems, yielding a 15% to 50% reduction in error.

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Teaching children to use schematic drawings to solve addition and subtraction word problems.

Journal of Educational Psychology ◽

10.1037/0022-0663.80.2.192 ◽

1988 ◽

Vol 80 (2) ◽

pp. 192-201 ◽

Cited By ~ 47

Author(s):

Gordon B. Willis ◽

Karen C. Fuson

Keyword(s):

Word Problems ◽

Addition And Subtraction

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An Analysis of Addition and Subtraction Word Problems in American and Soviet Elementary Mathematics Textbooks

Cognition and Instruction ◽

10.1207/s1532690xci0303_1 ◽

1986 ◽

Vol 3 (3) ◽

pp. 153-171 ◽

Cited By ~ 56

Author(s):

James W. Stigler ◽

Karen C. Fuson ◽

Mark Ham ◽

Myong Sook Kim

Keyword(s):

Word Problems ◽

Elementary Mathematics ◽

Mathematics Textbooks ◽

Addition And Subtraction

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CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Kindergarten, First and Second Grades

The Arithmetic Teacher ◽

10.5951/at.28.6.0048 ◽

1981 ◽

Vol 28 (6) ◽

pp. 48-54

Author(s):

Edward C. Rathmell ◽

Larry P. Leutzinger

Keyword(s):

Word Problems ◽

Major Part ◽

Learning Experiences ◽

Primary Grades ◽

Primary Teachers ◽

Instructional Time ◽

Classroom Activities ◽

Addition And Subtraction ◽

Subtraction Facts

A major part of the instructional time devoted to mathematics in the primary grades involves helping children learn to count, read and write numerals, memorize basic addition and subtraction facts, add and subtract twodigit numbers, tell time, count money, and solve word problems. Since many able students already know or quickly learn these topics, primary teachers are faced with the problem of providing appropriate learning experiences for these children while the remainder of the class is learning them.

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Children's Symbolic Representation of Addition and Subtraction Word Problems

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.21.2.0123 ◽

1990 ◽

Vol 21 (2) ◽

pp. 123-131

Author(s):

Harriett C. Bebout

Keyword(s):

Word Problems ◽

First Graders ◽

Symbolic Representation ◽

Problem Types ◽

Addition And Subtraction ◽

Types Of Change ◽

Informal Strategies

Forty-five first graders were categorized into three levels according to their informal strategies for solving addition and subtraction word problems. They were taught to write canonical and noncanonical open number sentences to symbolically represent the structure of eight types of Change and Combine word problems. Their performances on the posttest indicated that children at each level were successful in learning to symbolically represent and solve the instructed problem types.

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Number Sentences: Linking Addition and Subtraction Word Problems and Symbols

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.22.4.0266 ◽

1991 ◽

Vol 22 (4) ◽

pp. 266-280

Author(s):

Deborah A. Carey

Keyword(s):

Word Problems ◽

First Grade ◽

Semantic Structure ◽

Large Numbers ◽

Addition And Subtraction

Twenty-four first-grade children were asked to write number sentences and select appropriate alternative number sentences for addition and subtraction word problems. Responses were qualitatively different across five clusters of children. Clusters were characterized by the degree of flexibility in accepting alternative number sentences for word problems. Children in all clusters could write and select open number sentences, such as a+□ =b and □ −a=b, that matched the semantic structure of problems for word problems with small and large numbers. Only the more advanced children could identify standard number sentences, a+b=□ and a−b=□, as appropriate representations for all addition and subtraction word problems. Flexibility in selecting alternative number sentences was related to number size, suggesting that knowledge of number relationships plays a role in the development of a general understanding of part-whole relationships.

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