Determination of sources of algebraic errors from the use of algebraic extrapolation techniques
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Abstract
The previous knowledge that the students possess when they enter the university, can be considered like a weapon of two edges. On the one hand, if these knowledges were learned in a meaningful way they can be used as a support tool, at the moment when the students try to solve the different algebraic tasks that they will face during their academic formation. However, if they were not understood correctly, they can become difficult cognitive obstacles to overcome, when trying to apply that knowledge in the new contexts that will be presented to them. This research presents a qualitative study through the application of 20 semi-structured interviews in university students, where their answers to a written test based on the items obtained from the work of Matz (1980) were analyzed. The results indicate that the previous knowledge of the students interviewed serves more as obstacles than as support.
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