DOES DIAGNOSTIC EVALUATION IN MATHEMATICS IMPROVE LEARNERS’ LEARNING?

Main Article Content

BISWAJIT BEHERA

Abstract

Evaluation is essential to examine the level of conceptual understanding of a learner. It checks the understanding of mathematical concepts, their inter-relationships, and creating new conceptual structures. To get more useful results through the teaching-learning process diagnostic evaluation is used. The study was designed to describe what individual learners had learned, what they had yet to learn, and the type of errors they were making in the topic of 'rational expression’ of grade 10 Mathematics. The remedial ways to eliminate misconceptions were undertaken through the result of diagnostic evaluation. It was inferred that the use of diagnostic evaluation had a positive effect in eliminating mathematical misconceptions among learners. This suggests that the teachers should take recourse in adopting diagnostic evaluation integrated with teaching and learning of mathematics.

Keywords:
Mathematics learning, mathematical concepts, misconceptions, diagnostic evaluation.

Article Details

How to Cite
BEHERA, B. (2021). DOES DIAGNOSTIC EVALUATION IN MATHEMATICS IMPROVE LEARNERS’ LEARNING?. Journal of Global Research in Education and Social Science, 15(2), 1-8. Retrieved from https://ikprress.org/index.php/JOGRESS/article/view/6138
Section
Original Research Article

References

NCERT. National Curriculum Framework, Author, New Delhi; 2005.

Marsh J. Key concepts for understanding curriculum (3rd ed.) London: Routledge; 2004.

Swearingen R. A primer: Diagnostic, Formative and Summative Assessment; 2002.
Available:http://www.mmrwsjr.com/assessment.htm

Sharma S. From rote memory to learning for understanding: The Primary Teacher. 2005; 30:1-2.

Schoenfeld H. Mathematics thinking and problem solving. NJ: LEA; 1994.

Francisco M, Maher A. Conditions for promoting reasoning in problem solving: Insights from a longitudinal study. Journal of Mathematical Behavior. 2005;24:361-372.

Fischer K, Kollar I, Ufer S, Sodian B, Hussmann H, Pekrun R, et al. Scientific reasoning and argumentation: Advances in multidisciplinary research agenda in education. Frontline Learning Research. 2013;2:28-45.

Modell H, Michael J, Wenderoth P. Helping the learner to learn: the role of uncovering misconceptions. American Biology Teacher. 2005;67:20–26.

Kilpatrick J, Izsák A. A history of algebra in the school curriculum. Algebra and Algebraic Thinking in School Mathematics. 2008;70: 3–18.

Holmen L, Miedema C, Nieuwkoop L, Haugen, N. Data-driven intervention: correcting mathematics students' misconceptions, not mistakes. The Mathematics Educator. 2013;23(1):24-44.

Gilmore C. Keeble S, Richardson S, Cragg L. The interaction of procedural skill, conceptual understanding, and working memory in early mathematics achievement. Journal of Numerical Cognition. 2017;3(2):400-416.

Alters B, Nelson E. Perspective: Teaching evolution in higher education, Evolution. 2002;56:1891-1901.

NCTM. Principles and standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics; 2000.

Gagatsis A, Kyriakides L. Teachers’ attitudes towards their pupils’ mathematics errors. Educational Research and Evaluation. 2000;6(1):24-58.

Karp C, Hauer K, Sheu L. Trusted to Learn: a qualitative study of clerkship students’ perception on trust in clinical learning environment. Journal of General Internal Medicine. 2019;34:662-668.

NCERT. National Curriculum Framework-2005, position paper, National Focus Group on Teaching of Mathematics, Author, New Delhi; 2005.

Drews D. Children’s’ mathematics errors and misconceptions: Perspectives on the teacher’s role, In A. Hansen (Ed.) Children’s Errors in Mathematics: Understanding Common Misconceptions in Primary Schools. Exeter, England: Learning Matters; 2005.

Palmer DH. Investigating the relationship between refutational text and conceptual change. Science Education. 2003;87: 663-684.