Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom

Kaufmann, Odd Tore; Larsson, Malin; Ryve, Andreas

doi:10.1007/s10763-022-10294-2

Cited by 5 publications

(4 citation statements)

References 20 publications

(110 reference statements)

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“…However, students think that if they write down what they know and what they ask, they don't need to write it down in the solution, this happens to Low Subjects (SR). The factor that causes this error to be made by students is because students do not understand the concept of the material that has been taught previously (Kaufmann et al, 2023); (Hakimi et al, 2024). This happened to SR 3.…”

Section: Resultsmentioning

confidence: 99%

Analysis of Students' Errors in Solving Mathematics Story Problems on the System of Linear Equations with Two Variables

Wibowo,

SYAEKHU,

AMIN

2024

J. Dig. Learning and Dist. Edu

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This research aims to describe the types of errors and the causes of students making mistakes in solving mathematics story problems. The research method used is qualitative descriptive research. The population of this research was students in Makassar with a total of 23 students and 2 students were determined as the research sample. The results of the research found that most students experienced errors due to a lack of understanding of the existing material and behavior that tended to be careless and hasty so they made mistakes in solving math story problems. There were 4 types of student errors, namely (1) errors in reading the questions occurred because the participant's students failed to understand the content or meaning of story problems and were not able to identify relevant information in mathematics story problems (2) Conceptual errors occur because students do not understand and master the concepts of the material being taught so they are confused when determining what method is appropriate for solving story problems mathematics, (3) errors in procedures/steps occur. After all, students are not careful in carrying out calculation operations. This can be seen in the ability test of students who make calculation errors in the stages of solving story problems. (4) Errors in concluding occur because students think that concluding is not important, they assume that if they have got the final score from the calculation then the solution to the story problem has been completed.

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Section: Resultsmentioning

confidence: 99%

Analysis of Students' Errors in Solving Mathematics Story Problems on the System of Linear Equations with Two Variables

Wibowo,

SYAEKHU,

AMIN

2024

J. Dig. Learning and Dist. Edu

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“…Slips and errors are distinguished by Gardee and Brodie (2021). It is found that errors mainly occur at a deeper conceptual level than slips (Kaufmann et al, 2022). Gardee and Brodie (2015) add that errors are systematic and caused by misconceptions, due to overgeneralisation of prior knowledge.…”

Section: Introductionmentioning

confidence: 93%

“…Finzer and Bennett (1995) describe errors as learners' incorrect answers in addressing the problem at hand and caused by following incorrect procedures to solve those problems in mathematics. Kaufmann et al (2022) view errors as mistakes, slips or misunderstanding of learners when solving mathematical problems. Slips and errors are distinguished by Gardee and Brodie (2021).…”

Section: Introductionmentioning

confidence: 99%

Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

Makgakga

2023

Pythagoras

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Error analysis is an instructional strategy that can assist teachers to identify learners’ areas of weakness in mathematics and that can point to remediation of those errors. This article explores the errors learners exhibit when solving quadratic equations by completing the square using Newman’s Error Analysis Model. A research study explored the errors learners exhibit when solving quadratic equations by completing the square. Newman’s Error Analysis Model provided the analytic framework for the qualitative approach that was used to explore those errors. A diagnostic test with five test items was administered to 35 learners in one secondary school in Limpopo province of South Africa. Subsequently, 12 learners whose scripts featured common mistakes were identified; these learners participated in a semi-structured interview to diagnose the errors. The findings revealed that learners commit comprehension, transformation and process errors. The findings suggest that if the errors that learners make are exposed and made explicit, the errors can be remediated and thereby enhance understanding and learning. The findings of this study indicate that for teachers to understand the types of errors learners commit when solving quadratic equations by completing the square it is vital for them (errors) to be addressed. Mathematics teachers should also consider diagnosing why learners commit those errors, as they would know the strategies to be employed to teach this topic and subsequent topics.Contribution: The findings of this article add value to the current literature by providing empirical knowledge on learner challenges when solving quadratic equations by completing the square. This study provides opportunities for mathematics teachers to focus more on the strategies that would assist learners to understand this topic.

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Section: Errors In Learning Mathematicsmentioning

confidence: 99%

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

2024

IJFMR

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This study determined the difficulties and errors of Grade 9 learners in solving quadratic equations, it gauged the developmental of strategic intervention material. The researcher used the descriptive-developmental research design and used the 45 Grade 9 learners as respondents. Researcher-made test was used to gather the needed data. Frequency count, percentage, and mean were the statistical tools used. The results of the study showed that Grade 9 learners performed fairly satisfactory in characterizes the roots of quadratic equation using the discriminant, describes the relationship between the coefficients and the roots of a quadratic equation, solves equations transformable to quadratic equations (including rational algebraic equations), solves problems involving quadratic equations and rational algebraic equations, illustrates quadratic inequalities, solves quadratic inequalities, and solves problems involving quadratic inequalities. Additionally, the Grade 9 learners commit more errors in the reading errors and comprehension error. Further, the developed Strategic Intervention Materials on Solving Quadratic Equation for Mathematics 9 is very highly valid. Based from the findings, the following conclusions were drawn: The Grade 9 learners often encounter reading errors when solving quadratic equations, suggesting they have trouble comprehending the problem statements. This issue highlights a fundamental barrier to their mathematical proficiency. Additionally, they face specific challenges in areas such as characterizing the roots of equations, solving equations that can be transformed, and understanding quadratic inequalities, which are critical skills for mastering quadratic equations. To address these difficulties, strategic intervention material has been shown to be highly effective. These materials provide targeted support and practice, significantly improving the learners’ abilities to solve quadratic equations and enhancing their overall mathematical competence. It is therefore recommended that teachers use effective instructional strategies, including clear explanations, diverse problem-solving approaches, and real-world examples, to improve learners’ understanding and proficiency in quadratic equations. Learners should actively participate in problem-solving activities, seek help when needed, practice regularly, and develop a strong foundation in basic skills. The use of strategic intervention materials for teaching quadratic equations in Grade 9 is advised to enhance learners’ problem-solving competencies, and they study’s finding should be discussed in school Learning Action Cell (LAC) sessions. Future research should investigate the specific causes of learners’ difficulties, explore additional interventions and instructional approaches, and examine the long-term effects on learners’ mastery of quadratic equations, as well as the potential benefits of technology integration and gamification in teaching quadratic equations.

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Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom

Cited by 5 publications

References 20 publications

Analysis of Students' Errors in Solving Mathematics Story Problems on the System of Linear Equations with Two Variables

Analysis of Students' Errors in Solving Mathematics Story Problems on the System of Linear Equations with Two Variables

Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

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