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Related Experiment Video

Updated: Jun 24, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Diagnosing students' misconceptions in algebra: results from an experimental pilot study.

Michael Russell1, Laura M O'Dwyer, Helena Miranda

  • 1Boston College, Chestnut Hill, Massachusetts 02467, USA. russelmh@bc.edu

Behavior Research Methods
|April 14, 2009
PubMed
Summary

Computer-based diagnostic assessment systems can improve student algebra performance. A study found that full intervention, combining diagnostic test results and learning activities, significantly boosted students' algebraic ability and reduced misconceptions.

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Related Experiment Videos

Last Updated: Jun 24, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Area of Science:

  • Educational Technology
  • Mathematics Education
  • Learning Sciences

Background:

  • Computer-based diagnostic assessment systems offer potential for identifying student learning gaps.
  • These systems can connect students with targeted learning activities to improve conceptual understanding.
  • Algebraic misconceptions are common and can hinder student progress.

Purpose of the Study:

  • To examine the impact of a diagnostic assessment system on student algebra performance.
  • To investigate how the system affects students' ability to overcome common algebraic misconceptions.
  • To compare the effects of different levels of intervention (full, partial, none) on learning outcomes.

Main Methods:

  • A four-group randomized cluster trial involving 905 students (6th-12th grade) and 44 teachers.
  • Teachers were assigned to a control group, partial intervention (results only), partial intervention (activities only), or full intervention (results and activities).
  • Hierarchical linear modeling was used to analyze the effects of the interventions on algebraic ability and misconceptions.

Main Results:

  • Full intervention demonstrated a net positive effect on students' algebraic ability.
  • Full intervention also showed a significant positive effect on reducing students' algebraic misconceptions.
  • Partial interventions did not yield statistically significant improvements compared to the control group.

Conclusions:

  • Integrated diagnostic assessment systems, providing both test results and targeted learning activities, are effective in enhancing algebra learning.
  • Targeted interventions are crucial for addressing specific learning challenges in mathematics.
  • Further research should explore the long-term effects and scalability of such systems.