Analysis of junior high school students’ attempt to solve a linear inequality problem

Taqiyuddin, Muhammad; Sumiaty, Encum; Jupri, Al

doi:10.1063/1.4995160

Cited by 6 publications

(11 citation statements)

References 10 publications

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“…In addition, there are also those who only rewrite questions, interpret inequalities into words, or blank answers [6]. Errors in students' answers were similar to the research conducted by Botty et al [5] and Taqiyudin et al [6] also unveiled in research conducted by Saputro et al [7 ] in one junior high schools, Indonesia. A problem in the study, students were asked to find the value of if = 100 − 100 1− when = 9.…”

Section: Introductionsupporting

confidence: 71%

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Error Analysis in Solving the Rational and Irrational Inequalities

Pratiwi¹,

Rosjanuardi²

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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This research aims to analyze students' answers in rational and irrational inequalities. A qualitative method was used in this research. Data were collected from 42 students of 10 th grade through the test consisted of 10 problems. The result showed two groups of students' solutions. The first is students who used a number line and the second is students who solve directly without the number line. There are six categories of student errors i.e. solving rational inequality, looking for zero makers in numerators and denominators of rational inequality, errors arose from problems with factorization, wrong in applying the property of distribution, ignoring irrational inequality rules, and misinterpreting the sign of inequality. We conclude the use of number lines is enough to help students in solving rational and irrational inequality if students understand the rules of rational and irrational inequalities and able to interpret the sign of inequalities on the number line.

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Section: Introductionsupporting

confidence: 71%

“…Another research was conducted by Taqiyuddin et al [6] which unveils how junior high school students answer 9 + 1 > 9 − 2. The result shows that the majority approached the question by doing algebraic operations.…”

Section: Introductionmentioning

confidence: 99%

Error Analysis in Solving the Rational and Irrational Inequalities

Pratiwi¹,

Rosjanuardi²

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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“…An error in doing algebraic operations, even its minor compared to the other two errors, still becomes a threat to students work in solving rational inequality. Students failure on doing algebraic operations leads to an incorrect procedure in solving an inequality [5]. This is, again, because of their previous knowledge on adding or subtracting two fractions.…”

Section: Discussionmentioning

confidence: 99%

First Year Undergraduate Mathematics Students Error Analysis on Solving Rational Inequality

Agung¹,

Hidayah²,

Lestari³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Solving a rational inequalities is difficult for mathematics students. Many of them make a mistake when solving such problem. This research aimed to investigate and categorize a first year mathematics undergraduate student error when solving rational inequalities problem. The data were obtained from 75 students taking the course introduction to algebra, through anlysis of students response to the items of the quiz. The result showed that many students had mistake of type errorrs in inequality rules. Most of them are solving the rational inequalities by treating it as a rational equation. This mistake happen because they misunderstand about the rule of inequality while they are performing multiplication. The other mistake is of type error in writing the solution. The students didn't use number line so that leads to incorrect solution set..

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“…It requires students to understand the method in finding the solution set for each inequality and equation (El-khateeb, 2016). Unfortunately, students tend to perceive the solution of the inequalities problem without considering what the solution of inequality means (Taqiyuddin et al, 2017). Hence, understanding and solving linear and quadratic equality and inequality are a necessity for all students.…”

Section: Introductionmentioning

confidence: 99%

Senior high school students’ understanding of mathematical inequality

Palupi

Sumarto²,

Purbaningrum

2022

jel

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Mathematics inequality is an essential concept that students should fully understand since it is required in mathematical modeling and linear programming. However, students tend to perceive the solution of the inequalities problem without considering what the solution of inequality means. This study aims to describe students’ mistakes variations in solving mathematical inequality. It is necessary since solving inequality is a necessity for students to solve everyday problems modeled in mathematics. Thirty-eight female and male students of 12th-grade who have studied inequalities are involved in this study. They are given three inequality problems which are designed to find out students’ mistakes related to the change of inequality sign, determine the solution, and involve absolute value. All student work documents were analyzed for errors and misconceptions that emerged and then categorized based on the type of error, namely errors in applying inequality rules, errors in algebraic operations, or errors in determining the solution set, then described. The result shows that there were some errors and misconceptions that students made caused by still bringing the concept of equality when solving the inequalities problem. It made them did not aware of the inequality sign. Students are still less thorough in operating algebra and do not understand the number line concept in solving inequalities. The other factor was giving “fast strategy” to the students without considering the students’ understanding.

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Analysis of junior high school students’ attempt to solve a linear inequality problem

Cited by 6 publications

References 10 publications

Error Analysis in Solving the Rational and Irrational Inequalities

Error Analysis in Solving the Rational and Irrational Inequalities

First Year Undergraduate Mathematics Students Error Analysis on Solving Rational Inequality

Senior high school students’ understanding of mathematical inequality

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