Assessing Students’ Mathematical Misconceptions through Concept Map and Online Discussion Transcript: Inner Product Spaces

Abstract

Knowing students’ mathematical misconceptions can help educators trace the sources of the cause and help students learn conceptual and procedural knowledge in balance. This study aims to investigate students' misconceptions through students’ concept maps and online discussion transcripts. This case study takes the inner product spaces as the learning subjects. The types of misconceptions are investigated based on the source of errors. Based on the findings, the author identifies students’ learning difficulties and proposes certain learning activities to help students learn.