ERIC ED258845: Mis generalization: An Explanation of pdf

ERIC ED258845: Mis generalization: An Explanation of

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Previous studies were conducted with 14- to 15-year-old students on the nature of the processes they used to solve tasks given the incorrect/buggy/mal-rules. The computer-based Leeds Modelling System (LMS) was implemented and a database of examples, correct and incorrect, or mal-rules had been established which was sufficient to diagnose the majority of difficulties encountered by 15-year-old students. When the same database was used with 24 14-year-old students, the outcome was very different. A high percentage of the student errors were not diagnosed by LMS. These protocols were analyzed in some detail, followed by individual interviews to determine the nature of the students’ difficulties. Results obtained from the protocols and interviews indicate that there are two very different types of mal-rules at large with algebra students, namely, manipulative (defining a manipulative mal-rule as a variant on a correct rule which has one substage either omitted or replaced by an inappropriate/incorrect operation) and parsing (incorrect representation of a task).

Although bug-migration could be explained by repair theory, it appears that this second category of algebra errors (parsing) can best be explained by a mechanism called mis-generalization. (JN

• Creator/s: ERIC
• Date: 1984
• Year: 1984
• Book Topics/Themes: ERIC Archive, Algebra, Artificial Intelligence, Cognitive Processes, Comprehension, Computer Assisted Instruction, Junior High Schools, Mathematics, Mathematics Education, Mathematics Instruction, Models, Problem Solving, Secondary School Mathematics

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