PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Developing algebraic conceptual understanding: Can procedural knowledge get in the way?
Page: 688
In this study we use latent class analysis, distractor analysis, and qualitative analysis of cognitive interviews of student responses to questions on an algebra concept inventory, in order to generate theories about how students’ selections of specific answer choices may reflect different stages or types of algebraic conceptual understanding. Our analysis reveals three groups of students in elementary algebra courses, which we label as “mostly random guessing”, “some procedural fluency with key misconceptions”, and “procedural fluency with emergent conceptual understanding”. Student responses also revealed high rates of misconceptions that stem from misuse or misunderstanding of procedures, and whose prevalence often correlates with higher levels of procedural fluency.