The negative sign and exponential expressions: Unveiling students' persistent errors and misconceptions

被引：26

作者：

Cangelosi, Richard ^{[1
]}

Madrid, Silvia ^{[1
]}

Cooper, Sandra ^{[1
]}

Olson, Jo ^{[2
]}

Hartter, Beverly ^{[3
]}

机构：

[1] Washington State Univ, Dept Math, Pullman, WA 99164 USA

[2] Washington State Univ, Dept Educ, Pullman, WA USA

[3] Oklahoma Wesleyan Univ, Dept Math, Bartlesville, OK USA

来源：

JOURNAL OF MATHEMATICAL BEHAVIOR | 2013年 / 32卷 / 01期

关键词：

Exponential expressions; Negative numbers; Additive and multiplicative inverse; Additive and multiplicative identities;

D O I：

10.1016/j.jmathb.2012.10.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to determine whether or not certain errors made when simplifying exponential expressions persist as students progress through their mathematical studies. College students enrolled in college algebra, pre-calculus, and first-and secondsemester calculus mathematics courses were asked to simplify exponential expressions on an assessment. Persistent errors are identified and characterized. Using quantitative and qualitative methods, we found that the concept of negativity played a prominent role in most of the students' errors. We theorize that an underdeveloped conception of additive and multiplicative inverses is the root of these errors. (C) 2012 Elsevier Inc. All rights reserved.

引用

页码：69 / 82

页数：14

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