Journal of Mathematical Sciences & Mathematics Education 32 The Exclusion of the Students ’ Dynamic Misconceptions in College Algebra: a Paradigm of Diagnosis and Treatment

We refer to dynamic misconceptions in college algebra as systematic errors, which are the consequences of misapprehensions and misconstructions of algebraic concepts and skills. In summer of 2004 an experimental study was designed and implemented to identify students ’ misconceptions in college algebra. In addition, a method was devised to eliminate the misconceptions. We employed a selected response assessment instrument to evaluate the students ’ knowledge in college algebra. Furthermore, we utilized an uncomplicated approach to measure the participants ’ degree of certainty of their selections. An item analysis of each answer in conjunction with the degree of certainty for that response directed us to determine the student’s miscomprehension and/or misinterpretations of the concepts. As a result we identified the participant’s level of knowledge (appropriate, improper, or misconception) with reference to the measured information and/or skills. We utilized a combination of instructional strategies such as individual tutoring, peer tutoring, cooperative learning groups, and related computer programs to assist the students to discern their misconceptions. As a final point, we re-taught the misunderstood concepts and skills