The Newman Procedure for Analyzing Primary Four Pupils Errors on Written Mathematical Tasks: A Malaysian Perspective

Singh, Parmjit; Rahman, Arba Abdul; Hoon, Teoh Sian

doi:10.1016/j.sbspro.2010.12.036

Cited by 81 publications

(75 citation statements)

References 5 publications

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“…Most students did not manage to solve the problems of Fraction involving the use of HOTS. The results are consistent with the study done by Singh et al (2010) in which the students fail to convert the mathematical problems into mathematical forms. The failures could be due to the teachings by teachers who do not emphasize on the comprehension and mathematical skills needed by a student and eventually affect them for failing to produce the required result.…”

Section: Discussionsupporting

confidence: 90%

“…Out of this total number of errors, it was found that a total of 251 (20.92%) errors were caused by the fluency factors (reading and comprehension) and 949 (79.08%) errors were caused by the mathematical processing factors (transformation, process skills and encoding). The results of the study are supported by the research conducted by previous researchers namely, Singh et al (2010) and Ellerton and Clements (1996), who found that the errors caused by language fluency were the minor errors, and mathematical processing errors were the major errors made by students when answering exam questions.…”

Section: Discussionsupporting

confidence: 82%

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Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Abdullah¹,

Abidin²,

Ali³

2015

ASS

124

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Problem-solving is an activity that can generate Higher Order Thinking Skills (HOTS) among students. However, only some of the students are capable of solving problems and some are having difficulties. The difficulties have caused students to make various kinds of errors. Hence, this study conducted is to identify and analyze students' errors in solving problems that involve HOTS in the topic of Fraction. The samples consisted of 96 Form One students of a secondary school in Johor. The instrument of the study consisted of a set of test questions that contained four HOTS questions. The errors were analyzed according to Newman's Error Analysis Model consisting of reading, comprehension, transformation, process skills and encoding. The results showed that students frequently made errors in encoding (27.58%), followed by process skills (27.33%), transformation (24.17%) and comprehension (20.92%). The findings showed that students faced problems to correlate the information and implementation of strategies used in solving mathematical problems involving HOTS.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 82%

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Abdullah¹,

Abidin²,

Ali³

2015

ASS

124

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“…The findings of the research that students mostly made comprehension-based mistakes are coherent with the findings in the studies by Singh, Rahman, Hoon, (2010), Clements and Ellerton (1996), Marinas and Clements (1990), Clarkson (1991). The fact in the study that comprehension-related mistakes are too many in number shows the necessity that activities for what is read in problem solving practices should be increased and reading comprehension strategies should be adapted to problem solving practices.…”

Section: Findings and Discussionsupporting

confidence: 82%

Determining the Errors of Primary School 5th Grade Students in Non-Routine Problem Solving

Ulu¹,

Tertemiz²,

Peker³

2016

Journal of Theoretical Educational Science

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ABSTRACT:The aim of this study is to determine the errors of 5th grade students in non-routine problems. In this study, descriptive survey method was used and clinical interview method was used in order to determine the source of the errors of 5 th grade students in non-routine problems. The study group of descriptive survey model was composed of 467 primary school 5 th grade students in 13 classes in 7 different primary schools in the city of Kütahya chosen according to cluster sampling method, while the study group of clinical interview method was composed of 70 students chosen among those who had made the error themes determined. As a result of the research, it was determined that the students made mostly comprehension-related errors (45.50%); this comprehension based errors mostly resulted from miscomprehension (27.28%), followed by irrelevant operation (10.42%) and incomplete comprehension (7.39%). It was also determined that the errors stemmed from the following: performing the strategy (5.72%), reading (3.77%), performing the operation (2.62%) and choosing the right strategy (2.36%), respectively.Keywords: Mathematics, 5 th grade students, non-routine problem, mistake types, sources of the errors Extended AbstractPurpose and Significance: This study deals with mistakes in non-routine problems due to the facts that they require high level thinking skills, that more mistakes are seen both in student solutions and in teacher solutions and that the rate of utilization by teachers is low. During problem solving process, an individual is supposed to make sense of the problem during and after reading because without making sense of the problem, it is thought that individuals will come up with meaningless conclusions by using the numbers in the problem randomly. Problem solving skill is a complex process requiring use of information, and in this process students firstly need language skills. Because no studies have been encountered in Turkey about the relation between language skills and problem solving strategies, it is aimed in the study to determine the source of the mistakes of primary school students in non-routine problems. In this context, answers for the following questions are sought:1.How is the distribution of the mistakes of primary school 5th grade students in non-routine problems according to mistake types? * This paper is a part of corresponding author's unpublished doctoral dissertation. ** Corresponding Author: Assist. Prof. Dr., Dumlupınar University, Kütahya, Turkey, mustafa.ulu@dpu.edu.tr *** Assoc. Prof. Dr., Gazi University, Ankara, Turkey, tertemiz@gazi.edu.tr **** Prof.Dr., Afyon Kocatepe University, Afyonkarahisar, Turkey, peker@aku.edu.tr Ulu, M., Tertemiz, N., & Peker, M. (2016 What are the reasons for primary school 5th grade students to make mistakes in non-routine problems? Citation InformationMethods: In the research, descriptive survey and clinical interview methods were used together. Survey models are research approaches that aim to describe a former or an existing case as it is....

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“…Wijaya ve diğerleri (2014), Ulu (2011), Singh, Rahman ve Hoon (2010, Clements ve Ellerton (1996), Clarkson (1991), Marinas ve Clements (1990), Clements (1982), Clarkson (1980) tarafından yapılan çalışmalarda ilköğretim öğrencilerinin problem çözerken %25 ile % 75 arasında değişen oranlarda okuduğunu anlama kaynaklı hata yaptıkları bulgusuna ulaşılmıştır. Öte yandan Jordan, Kaplan ve Hanich (2002) tarafından yapılan çalışmada okuduğunu anlama güçlüğünün matematik güçlüğünü yordadığı fakat matematik güçlüğünün okuduğunu anlama güçlüğünü yordamadığı bulgusuna ulaşılmıştır.…”

Section: Okuduğunu Anlama Becerileri Ile Problem çöZme Becerileri Araunclassified

A Structural Equation Model to Explain the Effect of Fluent Reading, Literal Comprehension and Inferential Comprehension Levels of Elementary School 4th Grade Students on Success in Problem Solving

Ulu

2016

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İlkokul 4. Sınıf öğrencilerinin akıcı okuma, basit anlama ve çıkarımsal anlama düzeylerinin problem çözme başarısına etkilerini belirlemek amacıyla yapılan bu çalışmada yapısal eşitlik modeli kullanılmıştır. Araştırmanın örneklemini 279 ilkokul 4. Sınıf öğrencisi oluşturmaktadır. Araştırmada doğru okuma yüzdesi ve okuma hızını ölçmek amacıyla bir okuma parçası, prozodik okuma ölçeği, basit anlama ölçeği, çıkarımsal anlama ölçeği ve problem çözme ölçeği olmak üzere toplam 5 ölçek kullanılmıştır. Araştırma sonucunda okuduğunu anlama becerileri arası etkiler incelendiğinde akıcı okumanın basit anlamayı doğrudan, çıkarımsal anlamayı hem doğrudan hem de basit anlama aracılığıyla etkilediği ayrıca akıcı okumanın basit anlamadaki varyansın %31'ini açıkladığı, akıcı okuma ve basit anlamanın birlikte çıkarımsal anlamadaki varyansın % 58'ini açıkladığı görülmüştür. Araştırma sonuçları okuduğunu anlama becerilerinin problem çözme becerisine etkisi açısından incelendiğinde, akıcı okuma becerilerinin problem çözme becerisini doğrudan etkilemediği, basit ve çıkarımsal anlama aracılığıyla etkilediği; basit anlamanın problem çözme başarısını hem doğrudan hem de çıkarımsal anlama aracılığıyla etkilediği; çıkarımsal anlama becerisinin problem çözme başarısını doğrudan etkilediği bulgusuna ulaşılmıştır. Araştırma sonucunda ayrıca akıcı okuma, basit anlama ve çıkarımsal anlama becerilerinin problem çözme başarısındaki varyansın %54'ünü açıkladığı belirlenmiştir. Birbirleri ile ilişkili bu beceriler arasındaki ilişkiler problem çözme çalışmalarının sadece matematik dersi kapsamında değil de dil becerileriyle etkileşimli işlenmesinin gerekliliğini ortaya koymaktadır.

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The Newman Procedure for Analyzing Primary Four Pupils Errors on Written Mathematical Tasks: A Malaysian Perspective

Cited by 81 publications

References 5 publications

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

Determining the Errors of Primary School 5th Grade Students in Non-Routine Problem Solving

A Structural Equation Model to Explain the Effect of Fluent Reading, Literal Comprehension and Inferential Comprehension Levels of Elementary School 4th Grade Students on Success in Problem Solving

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