Mindset and Misconception about Algebra and Geometry of Grade 9 Students
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Abstract
The objectives of this research were (1) to study the mindset and mathematical misconception related to geometry and arithmetic, (2) to compare misconception in mathematics regarding algebra and geometry, categorized by mindset and (3) to study approaches to develop mindset and mathematical misconception. The sample group comprised 43 of grade 9 students from Sarakham Pittayakom School in academic year 2023. Research tools included tests on mathematical misconception, mindset observation forms, interviews. Data were analyzed using percentages, averages, and standard deviations, task analysis and analytic description.
The research findings revealed that (1) students were mostly at the mixed mindset level, and the analysis showed that students had the highest level of misconception regarding error techniques. (2) The group with an expanding mindset had the highest level of misconception regarding error techniques. The mixed mindset group had the highest level of misconception regarding error in techniques, and the limited mindset group had the highest level of misconception regarding not knowing how to solve problems. (3) Guidelines for development of mindset were as follows: Teachers should appropriately commend students by valuing the process and effort in learning to create a learning environment that promoted the development of expanding mindset. For guidelines for solving problem on mathematical misconception, teachers should foster students' understanding of problem-solving process. Therefore, this approach could be effective in developing students' mindset and reducing misconception.
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References
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