Analysis Of The Errors Made By Preservice Mathematics Teachers When Learning Abstract Algebra

Abstract

The aim of this study was to identify the types of error made by preservice mathematics teachers when learning abstract algebra concepts and analyzing. The study used a descriptive analytical approach and observation was used as a data collection tool. The study sample consisted of (27) preservice teachers enrolled in the College of Education at Sana'a University. The study found ten errors that students make when learning abstract algebra concepts, the most important of which are: misunderstanding basic concepts, failure to understand proofs, faulty reasoning, and misunderstanding the relationship between abstract algebra and other branches. Based on the results of the study, the researchers recommended focusing on students' conceptual and procedural understanding when teaching the course, as it requires a deeper level of insight and development.