Error Analysis of Mathematical Word Problem Solving Across Students with and without Learning Disabilities

Kingsdorf, Sheri; Krawec, Jennifer

doi:10.1111/ldrp.12029

Cited by 69 publications

(60 citation statements)

References 28 publications

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“…It is well known from the literature that arithmetic complexity in the form of basic number properties (e.g., Ashcraft 1992;Nuerk et al 2011) and the complexity of underlying arithmetic computations (e.g., Göbel et al 2014) play a major role in common arithmetic problems. Surprisingly, there has been relatively little effort to investigate such basic forms of arithmetic complexity in word problems, although it is known that some errors originate from arithmetic computation errors themselves (Kingsdorf and Krawec 2014;Raduan 2010). Multiple effects of numerical cognition are known to contribute to the difficulty of an arithmetic problem (see, Nuerk et al (2011) for multi-digit numbers).…”

Section: Arithmetic Factors Unrelated To Linguistic Factorsmentioning

confidence: 99%

The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems

et al. 2020

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Performance on word problems is influenced by linguistic and arithmetic factors, and by their interaction. To study these factors and interactions, we manipulated linguistic and arithmetic factors independently in a within-participant design that included complexity parameters (a) in the domain of arithmetic: carry/borrow (no-carry/borrow vs. carry/borrow), operation (addition vs. subtraction), (b) in the domain of linguistics: nominalization (nominalized vs. verbalized form), and (c) linking the two domains: lexical consistency (linguistic predicate locally consistent vs. inconsistent with mathematical operation). Response times of 25 students solving 320 one-step word problems were measured. All four factors showed a main effect on response times, and interactions between linguistic and arithmetic factors affected response times. These interactions were observed when the linguistic and arithmetic factors were conceptually linked. Our results highlight that not only the linguistic and arithmetic complexities of an item contribute to the difficulty of a word problem, but linguistic and arithmetic factors interact. We discuss the theoretical implications for the numerical and the linguistic domain as well as the possible impact of domain-general characteristics, such as working memory limitations as a potential reason for the observed interactions between numerical and linguistic attributes.

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Section: Arithmetic Factors Unrelated To Linguistic Factorsmentioning

confidence: 99%

The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems

et al. 2020

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“…Meskipun soal cerita berperan penting dalam pembelajaran matematika, namun soal cerita merupakan bentuk tugas matematika yang cenderung sulit diselesaikan oleh siswa (Ahmad, Tarmizi, & Nawawi, 2010). Kesulitan siswa dalam dalam menyelesaikan soal cerita matematika dapat diketahui melalui kesalahan siswa dalam mencatumkan informasi yang relevan dalam soal (Hadi, Retnawati, Munadi, Apino, & Wulandari, 2018;Kingsdorf & Krawec, 2014;Wijaya, van den Heuvel-Panhizen, Doorman, & Robitzsch, 2014). Selain kesalahan pencatuman informasi, siswa juga mengalami kesalahan dalam pembuatan model matematika dan langkah penyelesaian yang ditampilkan (Jupri & Drijvers, 2016;Sepeng & Sigola, 2013).…”

Section: Pendahuluanunclassified

Analisis kesalahan siswa dalam menyelesaikan soal cerita persamaan linear dua variabel

Pradini

2019

Pytha Jurnal Pend. Math

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Tujuan dari penelitian kualitatif ini adalah untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal cerita persamaan linear dua variabel. Sumber data merupakan 23 siswa kelas VIII yang telah diajar persamaan linear dua variabel. Data yang diambil adalah jawaban tertulis siswa dan hasil wawancara siswa yang menjadi subyek penelitian. Data dianalisis secara deskriptif melalui tahapan berikut: 1) membaca dan menelaah data jawaban tertulis satu per satu untuk menentukan kesalahan yang dialami siswa (reading), 2) membuat deskripsi singkat mengenai kesalahan yang dilakukan siswa (describing), dan 3) mengelompokkan kesalahan yang dilakukan siswa berdasarkan indikator tahap pemecahan masalah Polya (classifying). Dari hasil analisis data jawaban tertulis, peneliti menentukan 5 subyek penelitian yang selanjutnya akan diwawancarai. Hasil wawancara digunakan untuk melengkapi data jawaban tertulis siswa yang menjadi subyek penelitian. Hasil penelitian menunjukkan bahwa kesalahan terjadi pada setiap indikator tahap pemecahan masalah Polya. Jenis kesalahan yang dilakukan siswa adalah kesalahan fakta, kesalahan prosedur, dan kesalahan karena kecerobohan. Penyebab kesalahan tersebut diantaranya adalah keterampilan pemahaman bacaan siswa yang terbatas, siswa belum mampu mengidentifikasi informasi yang relevan dalam soal cerita, siswa belum terbiasa mengerjakan soal cerita, manajemen waktu yang kurang baik, dan siswa belum menguasai dengan baik materi matematika yang dibutuhkan untuk menyelesaikan soal cerita. The analysis of students’ error in solving the linear equation of two variables word problemAbstractThe purpose of this qualitative research was to describe the error of students in solving the linear equation of two variables word problem. The data source was 23 eight grade students who have been taught about the linear equation of two variables. The data are student-written answer in solving the linear equation of two variables word problem and the results of the interview from the students who become the research subjects. Data were analyzed descriptively through the steps as follows;1) read and reviewed the written answer data one by one to determine the errors experienced by students (reading), 2) made a brief description of the errors made by students (describing), and 3) classified errors made by students based on Polya’s problem-solving stage indicators (classifying). From the results of the written answer data analysis, the researcher determines 5 research subjects who will follow the interview. The results of the interview used to complete the written answer data of students who were the research subject. The study showed that errors occur in Polya’s problem-solving stage indicators. The types of errors made by students were a factual error, procedural error, and carelessness error. The causes of such errors include the limited skills of student's reading comprehension, student's inability in identifying relevant information in word problems, students were not familiar to solve the word problem, poor time management, and students not mastering the mathematical material needed to solve the word problems.

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“…NCTM advocated abandoning instruction that focused on having students passively recite learned knowledge and encouraged teachers to actively engage students in meaningful communication about math and develop their ability to understand and make connections across math concepts (NCTM, 2000). In the area of mathematics, it is stated that the students with learning disabilities have difficulties regarding writing numbers, performing mathematical operations, remembering operational processes and details, performing the operations with appropriate steps and the language or terminology of mathematics (Bryant, Smith and Bryant, 2008;Bryant, Bryant and Hammill, 2000;Geary, 2004;Kingsdorf and Krawec, 2014). Furthermore, their limitation in the area of language and reading skills cause the students with learning disabilities to mix up the mathematical terminology such as addition, subtraction, and borrowing.…”

Section: 19(1)mentioning

confidence: 99%

Öğrenme Güçlüğü Olan Öğrencilerin Matematik Problemi Çözme Süreçlerinin İncelenmesi: Sesli Düşünme Protokolü Uygulaması

Özkubat¹,

Özmen²

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu çalışmada, öğrenme güçlüğü (ÖG) olan öğrencilerin matematik problemi çözme sürecinde kullandıkları bilişsel ve üstbilişsel stratejilerin değerlendirilmesinde kullanılan sesli düşünme protokolünün (think aloud protocols) tanıtılması amaçlanmıştır. Bu amaç doğrultusunda, ilk olarak, matematik problemi çözmede gerekli olan stratejiler açıklanmış ve ÖG olan öğrencilerin matematik problem çözme güçlüklerine değinilmiş; ikinci olarak, matematik problemi çözmede bilişsel ve üstbilişsel stratejilerin ölçümlenmesinde sesli düşünme protokolünün kullanımı tanıtılmış ve ilgili araştırma bulguları tartışılmıştır. Üçüncü olarak ise sesli düşünme protokolü ile yapılan değerlendirme sonuçlarının öğretime yansımalarına ilişkin bilgiler verilmiştir. Sonuç bölümünde ise ÖG olan öğrencilerin ve akranlarının kullandıkları bilişsel ve üstbilişsel stratejileri inceleyen araştırmaların ihtiyacına değinilerek önerilerde bulunulmuştur.

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Error Analysis of Mathematical Word Problem Solving Across Students with and without Learning Disabilities

Cited by 69 publications

References 28 publications

The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems

The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems

Analisis kesalahan siswa dalam menyelesaikan soal cerita persamaan linear dua variabel

Öğrenme Güçlüğü Olan Öğrencilerin Matematik Problemi Çözme Süreçlerinin İncelenmesi: Sesli Düşünme Protokolü Uygulaması

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