The impact of incorrect solutions on the attitude and problem-solving abilities of prospective mathematics teachers towards combinatorics
Résumé
Secondary school mathematics teachers often need to understand and correct their students' incorrect
solutions, so it is useful for them to develop their error analysis skills during their university studies.
Many studies have been conducted on the positive role of error analysis in learning. In a
combinatorics course for second-year prospective mathematics teachers, we investigated the impact
of analysing solutions to combinatorial problems with faulty reasoning on their attitude towards
combinatorics and their problem-solving skills research questions. In a quantitative study with a
control group, we compared the two groups using tests at the beginning and end of the course. Paired
samples t-test analysis yielded significant results for both questions: the effect of the emphasis on
error analysis significantly increased both the liking of combinatorics and the mean score on the endof-semester test compared to the control group.
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