Students’ Common Errors in Solving Routine & Non-Routine Problems: A Mixed Method Analysis
Journal Title: International Journal of Multidisciplinary Research and Analysis - Year 2022, Vol 5, Issue 02
Abstract
This research was conducted to identify errors committed by students in solving word problems, determine their possible causes and propose corrective measures for classroom teaching. The analysis was centered on the five errors adopted from Newman’s Error Analysis Guide namely: reading, comprehension, transformation, process, and encoding. The study used a mixed-method research design. In collecting errors, the students were given a series of test questions. The results of the tests were compared and the specific error patterns along with the probable sources were descriptively investigated. Two weeks after the test, students were interviewed to identify their misconceptions and their reasoning. In the interview process, students were asked to explain their thinking while they were doing the same problems again. Some prompting questions were asked to facilitate this process and to clarify more about students’ claims. The data gathered were treated statistically using frequency count, mean percentage, and test concerning two means. Findings reveal that some of the common errors were seen to be persistent and the sources from which they derive were not consistent. Thus, the students’ errors occurred in varied ways in problem-solving situations. Analysis of error patterns led to the conclusion that the students have difficulty on algebraic symbolism and analysis of the problem. Their inability to deduce the correct meaning of mathematical statements further create a chain of errors on succeeding steps required of a mathematical word problem. The conclusions drawn from this investigation strongly justify the needs to recognize and to develop critical and analytical thinking of the students. That is, students must be expose in solving non-routine problems in order to provide them an opportunity to develop higher-order thinking in the process of understanding, analysis, exploration, and application of mathematical concepts.
Authors and Affiliations
Michael Angelo A. Legarde,
Keywords
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- EP ID EP705603
- DOI 10.47191/ijmra/v5-i2-42
- Views 123
- Downloads 0
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