is important in mathematics, because a correct final result sometimes can emerge from incorrect method. The following are some examples given on this aspect as revealed from literature. Student Reading 2008 as hundred and eight”. “two The pupil focuses on the zeros as being the Associated misconception: fundamentally important digits in the numbers. Poor understanding of place value of digits. Conjecture: Student error: Believing that a number is larger because it has more decimal digits. For example, 3.125 3.14 125 is bigger than 14 Associated misconception: The pupil has no understanding of place value of digits after the Conjecture: decimal Student error: ÷ = Believing that the digits in the numerators are divided Associated misconception: separately and the same for denominators. The pupil knows how to divide whole numbers but not fractions. Conjecture: Loh (1991) cited in Seng (2010) observes that, secondary school students face both, the problem of understanding and representing the algebraic problem. These problems lead students to commit errors in determining the steps in solving algebraic problems. Aguele, Omo-Ojugu and Imhanlahimi (2010) mention process errors as among the factors contributing to poor performance of students in mathematics.
is important in mathematics, because a correct final result sometimes can emerge from incorrect method. The following are some examples given on this aspect as revealed from literature. Student Reading 2008 as “two hundred and eight”. Associated misconception: The pupil focuses on the zeros as being the fundamentally important digits in the numbers. Conjecture: Poor understanding of place value of digits. Student error: Believing that a number is larger because it has more decimal digits. For example, 3.125 3.14 Associated misconception: 125 is bigger than 14 Conjecture: The pupil has no understanding of place value of digits after the decimal Student error: ÷ = Associated misconception: Believing that the digits in the numerators are divided separately and the same for denominators. Conjecture: The pupil knows how to divide whole numbers but not fractions. Loh (1991) cited in Seng (2010) observes that, secondary school students face both, the problem of understanding and representing the algebraic problem. These problems lead students to commit errors in determining the steps in solving algebraic problems. Aguele, Omo-Ojugu and Imhanlahimi (2010) mention process errors as among the factors contributing to poor performance of students in mathematics.