Addition Error Patterns Among the Preschool Children

Abstract

This study aimed to identify the different types of factual, conceptual and procedural errors among the six-years-old preschool children. The data were collected from 45 children from 3 kindergartens. The children responded to a Math worksheet which had 20 addition problems based on the early numeracy curriculum. The worksheet was validated by two experienced early childhood teachers. Both quantitative and qualitative methods were used to analyze the data. A total of 166 errors which occurred in the addition work of the participants were analyzed and categorized under 9 different types of addition errors. Further, the study revealed that 58% of the total errors were conceptual, 28% were factual and the remaining 14% were procedural errors in the addition operations. To gain deeper insights to the quantitative findings, seven children were identified and interviewed based on the nine errors. Findings from the interviews further corroborated the quantitative findings that, these children experienced misconception of mathematical knowledge, lack of procedural skills and memorizing facts which are inter related and precursors of each other. The findings of this study will facilitate teachers to adopt effective interventions and teaching methods to improve mathematical learning. The error analysis allows educators and content developers to understand the key development of young learners' knowledge and abilities in addition operations.

Analisis Kesalahan Mahasiswa Semester Pertama dalam Menentukan Nilai Fungsi Trigonometri Sudut Kuadran

“…Jika mahasiswa salah dalam menerapkan perbandingan trigonometri segitiga, maka mahasiswa akan terjebak dalam kesalahan prinsip. Seperti yang disampaikan oleh beberapa peneliti, bahwa kesalahan prinsip adalah kesalahan dalam menerapkan sifat-sifat atau aturan dalam menyelesaikan masalah (Muthukrishnan, Kee, & Sidhu, 2019;Oktaviani, 2017;Setiawan, 2020c). Sedangkan soal dalam penelitian ini melibatkan operasi hitung.…”

“…Selanjutnya, jika mahasiswa salah dalam mengidentifikasi informasi yang ada dalam soal, maka mahasiswa akan terjebak ke dalam kesalahan fakta. Seperti yang disampaikan oleh beberapa peneliti yang mengatakan bahwa kesalahan fakta adalah kesalahan dalam memahami informasi yang ada dalam soal atau kesalahan dalam memahami simbol-simbol dalam matematika (Muthukrishnan et al, 2019;Oktaviani, 2017;Setiawan, 2020c). Jadi dapat dikatakan bahwa analisis kesalahan mahasiswa dalam menentukan nilai fungsi trigonometri sudut kuadran berdasarkan kesalahan prinsip, kesalahan hitung, dan kesalahan fakta telah sesuai dengan materi nilai fungsi trigonometri sudut kuadran dan instrumen penelitian.…”

Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses

“…If students do not understand the information contained in the problem, then students will be trapped into factual errors. Fact errors are errors in identifying known information (Muthukrishnan et al, 2019;Oktaviani, 2017;Setiawan, 2020c). This instrument also involves calculations.…”

Analysis of Error in Determining the Distance Between Two Points in the Cartesian Plane in the First Semester Students

“…The calculation error in this study is defined as error in performing arithmetic operations. While the fact error in this study is defined as error in understanding symbols in mathematics and also error in understanding the problem ( Oktaviani, 2017;Muthukrishnan et al, 2019;Setiawan, 2020c). The selection of this error is based on the characteristics of instrument used in this study.…”