Algebraic errors factorial decomposition tasks by university students of Nicaragua

Abstract

This research has analyzed the types of algebraic errors in tasks of factorial decomposition by Nicaraguan university students. It is a quantitative study, based on qualitative by its descriptive design with the participation of 65 university students of the Online Open University of Nicaragua. The analysis is based on the description, interpretation, and categorization of the learners' answers. The main results show that algebraic errors are conceptual, procedural, or operational, which is interpreted as deficient learning of the competencies of establishing a coherent relationship between the types of factorial decomposition and their solution according to their own characteristics linked to practical situations of daily life. It is concluded that an error is an unsatisfactorily learned knowledge and that one can advance in the management, design, and implementation of a learning community with the incorporation of technology to reduce errors in the resolution of factorial decomposition tasks.