Misconceptions In Mathematics

TITLE

RESEARCH PROBLEM

LETERATURE REVIEW

MATHEMATICAL CONCEPTS, THEIR MEANING AND UNDERSTANDING

As hiebert Carpenter(1992) asserted, one of the most widely accepted ideas in mathematics education is that students should understand mathematics. Sierpinska (1994) starts her book on understanding in mathematics with similar words: “how to teach so that students understand?, what exactly don’t they understand? What do they understand and how? (P XI). PIRIE AND KIEREN (1994) mentioned the interest towards teaching and learning mathematics with understanding, which is shown in recent curricular reforms in many countries. This interest is also reflected in conference proceedings and research articles in psychology and artificial intelligence.

Sub questions

 what is the effect of teacher’s teaching strategies using groups in learning education?

 How do the teaching strategies affect the learning of geometric series?

 What could be some categories that make one’s teaching strategy effective in learning sequence and series?

METHODOLOGY

Research design

The descriptive survey method was used in the study, and descriptive means that surveys are made in order to discover some aspects of teacher’s teaching style and the word survey word denotes an investigation of a field to ascertain the typical condition is obtaining. Research design methodology is a systemic way to solve problem. The procedures by which researchers go about their work of describing. Explaining and predicating phenomena are called research methodology. It’s an aim to give work plan research. SAMPLING

Simple random sampling

 Every member of the population being studied has anequal chance of being

Instructional dialogue is strutted conversation about teaching and learning with a goal of providing the teacher with feedback on the topic taught (Suncan, 2006). The measure of improvement is always student learning. It is a dialogue between two learners so that they can do their work better. Instructional dialogue is also a process of professional development of making procedure when solving problems. As for learners when you will be engaging them in dialogue instruction or rather small groups to solve problems, they should have knowledge. In this case they will be changing information and sharing ideas about how they understand the problem of which will result in conceptual understanding of the topic rather than only memorizing the procedures.

Practising educators can also benefit from this study as they can use this strategy when encountered with problem whereby learners only memorize procedures without conceptual understanding of the topic. By implementing this method of instruction can also help them to make their learners understand the concept in the topic. The study will help practice educators into making their leaners achieving the specific aims not of the topic only because they will know the procedures of solving problems but by full understanding of the