- Previous Article
- Next Article

## Application of Newman Errors Analysis theory related to mathematical literacy problems: A case study of secondary students in class 11

- Article contents
- Figures & tables
- Supplementary Data
- Peer Review
- Reprints and Permissions
- Cite Icon Cite
- Search Site

Tri A. Kusmayadi , Sani Sahara , Laila Fitriana; Application of Newman Errors Analysis theory related to mathematical literacy problems: A case study of secondary students in class 11. AIP Conf. Proc. 28 November 2022; 2566 (1): 020013. https://doi.org/10.1063/5.0117183

Download citation file:

- Ris (Zotero)
- Reference Manager

To improve students’ mathematical literacy, it is important to have an analysis of the causes of low students’ learning literacy. Error analysis in solving literacy problems is the first step to see students’ current mathematical literacy. In this qualitative study, the error analysis was based on Newman’s theory in working on mathematical literacy problems. This case study involved 30 students of Grade XI at one of the leading private schools in Solo City, Indonesia. The subject was selected using snowball sampling so that all types of errors could be described for each gender. It used a validated test instrument in which the researcher as the main instrument used think-aloud to obtain the necessary data. To obtain valid data, the researcher compared the results of the analysis between subjects. The data were analyzed through data reduction, data presentation, and drawing conclusions. This study concludes that 1) reading errors occur in female students, but the steps taken did not affect the next type of error; 2) Comprehension errors occur because of the inability to identify what is being asked from the presented image and identify the location of the angle. Besides, female students misunderstood the information of angle statement; 3) transformation errors are indicated by the difficulty in determining the lengths of the sides of the triangles formed and unable to make the mathematical model of the problems; 4) process skill errors are showed by errors in applying the Pythagorean theorem, the variable calculation process, and determine the roots of the equation as well as the error in calculating the value of the square of the coefficients; and 5) encoding errors occur when the student does not write down the final answer correctly and not conclude what had been done previously so that he did not answer what was asked with another error of writing the results with positive or negative notation for distance values.

## Sign in via your Institution

Citing articles via, publish with us - request a quote.

- Online ISSN 1551-7616
- Print ISSN 0094-243X
- For Researchers
- For Librarians
- For Advertisers
- Our Publishing Partners
- Physics Today
- Conference Proceedings
- Special Topics

## pubs.aip.org

- Privacy Policy
- Terms of Use

## Connect with AIP Publishing

This feature is available to subscribers only.

Sign In or Create an Account

- Publication A-Z index
- Browse by subject
- Submit Manuscript

## Article citations More >>

Rohmah, M. & Sutiarso, S. (2017). Analysis problem solving in mathematical using theory newman. EURASIA Journal of Mathematics, Science and Technology Education. 14(2), 671-681.

has been cited by the following article:

## Students' Achievement and Problem-Solving Skills in Mathematics through Open-Ended Approach

1 Science Education Department, Central Mindanao University, University Town, Musuan, Bukidnon, 8710 Philippines

- Conferences
- Special Issues
- Google Scholar
- VIRAL HEPATITIS CONGRESS
- JournalTOCs

## Help & Contacts

- Questionnaire

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

- We're Hiring!
- Help Center

## Analysis Problem Solving in Mathematical Using Theory Newman

EURASIA Journal of Mathematics, Science and Technology Education

In this context, several recent studies have focused on the ability to understand a problem and difficulties regarding the solving as a means of improve students' mathematical problem-solving abilities. Design of research explores types and factors of mistakes students in solving mathematical problems. The instrument used is problem solving test. Data from Indonesia secondary school students (N = 147) who were about 15 years old were analyzed using theory Newman. Procedure Newman includes: reading errors, comprehension errors, transformation errors, process skill errors and enconding errors. The results indicate to reading errors of 4.35%, comprehension errors of 17.39%, transformation errors of 34.78%, process skill errors of 23.91%, and enconding errors 19.57%. Factors errors students' is not to absorb information well, not understanding the transformation of the problem, not following the material thoroughly, and comprehension mathematical of weak concepts.

## Related Papers

Mathematics and Statistics

Horizon Research Publishing(HRPUB) Kevin Nelson

This study is focused on investigating errors made by students and the various causal factors in working on trigonometry problems by applying sine and cosine rules. Samples were taken randomly from high school students. Data were collected in two ways, namely a written test that was referred to Polya's strategy and interviews with students who made mistakes. Students' errors were analyzed with the Newman concept. The results show that all types of errors occurred with a distribution of 3.83, 19.15, 24.74, 24.89 and 27.39% for reading errors (RE), comprehension error (CE), transformation errors (TE), process skill errors (PSE), and encoding errors (EE), respectively. The RE, CE, TE, PSE, and EE are marked by errors in reading symbols or important information, misunderstanding information and not understanding what is known and questioned, cannot change problems into mathematical models and also incorrectly use signs in arithmetic operations, student inaccuracies in the process of answering and also their lack of understanding in fraction operations, and the inability to deduce answers, respectively. An anomaly occurs because it turns out students who have medium trigonometry achievements make more mistakes than students who have low achievement.

International Journal of Advanced Research and Publications

Melanie Gurat

Students do not necessarily use the definitions presented to them when determining examples or non-examples of given mathematical ideas. Instead, they utilize the concept image they carry with them as a result of experiences with such examples and non-examples. Hence, teachers should try exploring students" images of various mathematical concepts in order to improve communication between students and teachers. This suggestion can be addressed through error analysis. This study therefore is a descriptive-qualitative type that looked into the errors committed by senior high school students in dealing with mathematical functions, explored the underlying reasons for such errors, and provided recommendations on how students could learn to manage their errors and how teachers could realize how to manage students" errors. Initial findings showed that the students generally demonstrated mathematical, logical and strategic errors. Mathematical error was generally exhibited in their inability to use properties and operations properly. Logical error was exhibited in their false arguments, rearranging concepts, improper classifications, arguing cyclically, and using equivalent transforms. Strategic error was manifested in their not being able to distinguish patterns, lack of integral concept, and not being able to transform a word problem into symbols. Errors prevailed despite the students" positive view and confidence in mathematics not only because of poor image concepts but because of lack of exposure to certain important mathematical tasks. Further investigation on the other sources of these errors is therefore necessary.

Pashupati Das

Asian Social Science

Arsaythamby Veloo

Kristayulita Kristayulita , Cholis Sa'dijah

Errors in solving mathematical problems often done by students. For see the types of errors that occur need to analyzed by Newman procedures. The purpose of this study to analyze the errors that occurred in the students in solving problems analogies using procedure Newman. Research using qualitative research methods and techniques of data collection using interviews. Subjects of research were 148 high school students in West South Nusa, Indonesia. The instrument used in the research is problems analogies contains two problems: the source and the target. The students are required to have the ability to associate the problems encountered by the previous problem, because mathematical concepts are connected. Students in problem solving targets need to do something. Students will begin to read and understand the problem. Students will determine the exact formula for the problems to be tackled by linking the problems encountered with previous problems that they already know the solution. Furthermore, students perform arithmetic operations and get the solution of the problem. Students can make mistakes in solving problems. The results showed errors types by Newman procedures and additional errors from student carelessness. Newman procedure, can see the mistakes made by students in solving the problems analogies so as to provide an overview to the teachers to develop learning involving analogy problems as tasks/exercises and exams.

Procedia - Social and Behavioral Sciences

Parmjit Singh

The change in PPSMI's language of learning and teaching of Mathematics to English had been opined to have prejudiced learners’ achievements due to their weakness in the subject matter as well as in English. This study was conducted to ascertain the validity of such claims and it sought to determine the composition of error types committed by 22, purposively sampled, Primary Four pupils in Mathematics tasks presented in English. Semi-structured interviews were conducted using the Newman's Error Analysis protocol with these pupils who answered inaccurately in several of the test's items. It was found that, collectively (both urban and rural), the Primary 4 pupils’ errors were language related and the rest 68% were content-knowledge related. This study concluded that the pupils faced more problem in content-knowledge compared to language difficulties when tackling mathematical tasks in English.

International Education Studies

Effandi Zakaria

Denis A Tan

Mathematical problem solving is considered as one of the many endpoints in teaching Mathematics to students. This study looked into the performance in mathematics problem solving among fourth year students of Central Mindanao University Laboratory High School and their relationship with students’ attitudes towards Mathematics. The attitudes measured were Attitude towards success in Math, Mother’s mathematics attitude, Father’s mathematics attitude, Motivation, Usefulness of Math, Teacher’s mathematics attitude, Confidence in learning math, and mathematics anxiety. It also investigated the metacognitive processes of students considering varying levels of their mathematics anxiety. It used the responses of 127 students. Of the 127, (nine) 9 were selected according to their mathematics anxiety levels to determine and compare their metacognitive processes. Results showed that students consider Mathematics as useful and they have a positive attitude towards success in Mathematics. The students’ fathers, mothers, and teachers also have positive attitudes towards their mathematics learning. However, overall, the students’ performance in mathematics problem solving is considered poor. Among the eight (8) mathematics attitudes only confidence in learning Math and mathematics anxiety were correlated with performance in mathematics problem solving. Confidence in learning Math was positively correlated, while mathematics anxiety was negatively correlated with performance in mathematics problem solving. Students with high mathematics anxiety tend to confirm their solutions with their classmates. Students with moderate anxiety are test-anxious and those with low anxiety are distracted by external factors, but can readily shift their focus back to problem solving. The three (3) cases showed that students with low, moderate, and high mathematics anxiety employed mostly orientation and execution procedures. There were only few instances of verification and lesser instances of organization procedures. Self-questioning was the most observed metacognitive skill. Furthermore, students from the three (3) cases were unable to correctly answer two (2) problems, both of which are non-routine due to unfamiliarity and ‚experiential interference‛.

## RELATED PAPERS

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

Widodo Winarso , heri toheri

Marlon Siniguian

Florence Mihaela Singer

Universal Journal of Educational Research

Tilak Bahadur khatri

Institute of Physics Publishing

Dhitaa Rizki , Maswar Maswar , Mohammad Tohir , Dwi Wijaksono

Celia Booyse , Joan Houston , Simangele P Tenza

International Electronic Journal of Mathematics Education

Madihah Khalid

Johanisa Dibagulun

US-China Education Review A & B

First International Conference on Science, Mathematics, and Education, (ICoMSE 2017). Advances in Social Science, Education and Humanities Research, volume 218

Muhammad Darmawan Dewanto

Juan Dela Cruz

Global Education Review

Armando Varela

Research proposal

EFE M OMWIRHIREN

Anisatul Musyarofah

Ibrahim Budak

Bolema: Boletim de Educação Matemática

mohammad seifi

UPHL Institutional

Carlo Magno

idwar idwar

of South Africa (AMESA)

Nontsikelelo Luxomo

Journal for the Education of the Gifted

Anies Al-Hroub

Erry Nurdian

Abdul Kalim

Manuel Barrera

Barbara Boschmans

Andrew D Cohen

Peter Liljedahl

Michael Wittmann

Valerija Krekic

Akmam Datuk

International Journal of Educational Research

Ann Mastergeorge

Haftu Hindeya Gebremeskel

- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Mathematics
- Computer Science
- Academia ©2023

Accessibility Links

- Skip to content
- Skip to search IOPscience
- Skip to Journals list
- Accessibility help
- Accessibility Help

Click here to close this panel.

## Analysis of students' errors in solving probability based on Newman's error analysis

T Triliana 1 and E C M Asih 1

Published under licence by IOP Publishing Ltd Journal of Physics: Conference Series , Volume 1211 , The 2nd International Conference of Combinatorics, Graph Theory, and Network Topology 24 November 2018, East Java, Indonesia Citation T Triliana and E C M Asih 2019 J. Phys.: Conf. Ser. 1211 012061 DOI 10.1088/1742-6596/1211/1/012061

## Article metrics

1763 Total downloads

## Share this article

Author e-mails.

## Author affiliations

1 Departement of Mathematics Education, Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Buy this article in print

Students' errors in solving mathematical problems can come from several reasons. This research purposes to analyse students' errors based on Newman's error analysis in solving problems about probability using qualitative method. Newman's error analysis are five stages of (1) reading, (2) comprehension, (3) transformation, (4) process skill, and (5) encoding. The steps consist of developing three tasks, validating the tasks, asking students to solve the tasks, and analysing students' answer. The subjects of this research were five students at the eighth grade (13-14 year-olds). The result showed that students' error based on Newman's error analysis often occurred in stages of reading, comprehension and process skills.Students made errors in choosing the formula to solve the tasks, understanding what the tasks asked and determining the events. Teachers should incorporate error analysis in their lesson designs as it will help making instructional based on students' needs.

Export citation and abstract BibTeX RIS

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence . Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.

- Browse by Year
- Browse by Author
- Browse by Division
- Browse by Subject

Rohmah, Mushlihah and Sutiarso, Sugeng (2018) Analysis Problem Solving in Mathematical Using Theory Newman. EURASIA Journal of Mathematics, Science and Technology Education, 14 (2). pp. 671-681. ISSN 1305-8223

In this context, several recent studies have focused on the ability to understand a problem and difficulties regarding the solving as a means of improve students’ mathematical problem-solving abilities. Design of research explores types and factors of mistakes students in solving mathematical problems. The instrument used is problem solving test. Data from Indonesia secondary school students (N = 147) who were about 15 years old were analyzed using theory Newman. Procedure Newman includes: reading errors, comprehension errors, transformation errors, process skill errors and enconding errors. The results indicate to reading errors of 4.35%, comprehension errors of 17.39%, transformation errors of 34.78%, process skill errors of 23.91%, and enconding errors 19.57%. Factors errors students’ is not to absorb information well, not understanding the transformation of the problem, not following the material thoroughly, and comprehension mathematical of weak concepts. Keywords: problem solving, Newman’s theory, types and factors of error

## IMAGES

## VIDEO

## COMMENTS

The results of the research show that students' mistakes in solving linear program mathematics story problems using the Newman procedure are that the most common mistakes made by students are ...

Rohmah & Sutiarso / Analysis Problem Solving in Mathematical Using Theory Newman ; 672 ; solving is the resolution of a situation in mathematics which is regarded as a problem by the person who resolves ... comprehension, and transformation errors in Newman analysis, while this idea also appear on mathematical literacy, i.e. formulate. As early ...

In this context, several recent studies have focused on the ability to understand a problem and difficulties regarding the solving as a means of improve students' mathematical problem-solving abilities. Design of research explores types and factors of mistakes students in solving mathematical problems. The instrument used is problem solving test.

In this context, several recent studies have focused on the ability to understand a problem and difficulties regarding the solving as a means of improve students' mathematical problem-solving abilities. Design of research explores types and factors of mistakes students in solving mathematical problems. The instrument used is problem solving test. Data from Indonesia secondary school students ...

According to Newman, problem-solving consists of five stages, (1) reading, (2) comprehension, (3) transformation, (4) process skill and (5) encoding. The purpose of this study is to analyse students' problem-solving abilities based on Newman's steps for the topic of linear equality and inequality in one variable.

Rohmah & Sutiarso/Analysis Problem Solving in Mathematical using Theory Newman Contri bution Of this paper to the literature This study aimed at determine the type Of errors and factor errors that the student did in solving the student's mathematical problem. In this context, stages students in the problem solving was investigated.

Tri A. Kusmayadi, Sani Sahara, Laila Fitriana; Application of Newman Errors Analysis theory related to mathematical literacy problems: A case study of secondary students in class 11. AIP Conf. Proc. 28 November 2022; 2566 (1): 020013.

Problem-solving is one of the purposes of learning mathematics. According to Newman, problem-solving consists of five stages, (1) reading, (2) comprehension, (3) transformation, (4) process skill ...

In this context, several recent studies have focused on the ability to understand a problem and difficulties regarding the solving as a means of improve students' mathematical problem-solving abilities. Design of research explores types and factors of mistakes students in solving mathematical problems. The instrument used is problem solving test.

pdfs.semanticscholar.org

Rohmah & Sutiarso / Analysis Problem Solving in Mathematical Using Theory Newman. Question number 4, the subject cannot meet indicators to comprehension errors, determine what is known in full but determine what is asked is not complete, this happens because of the negligence and carelessness of the subject.

The results showed the ability to solve mathematical problems based on the stages of Newman items, namely: students with high levels of emotional intelligence: (1) reading the problem, determining keywords, (2) understanding the problem, determining sufficient conditions, necessary terms and change the problem into the mathematical sentence, (3 ...

Data are analyzed using Milles & Huberman Model, with reduction, data display and verification. The results of the analysis show that students' difficulties in learning algebra are (1 ...

The research aims to identify the types of mistakes students make in solving math problems in straight-line equation materials based on Newman type. The study subjects were 34 students of Grade ...

Analysis problem solving in mathematical using theory newman. EURASIA Journal of Mathematics, Science and Technology Education. 14(2), 671-681. ... This study investigated the achievement and problem-solving skills in Mathematics of the Grade 8 students in Binuangan National High School through an open-ended approach (OEA). ...

EURASIA Journal of Mathematics, Science and Technology Education ISSN: 1305-8223 (online) 1305-8215 (print) OPEN ACCESS 2018 14(2):671-681 DOI: 10.12973/ejmste/80630 Analysis Problem Solving in Mathematical Using Theory Newman Mushlihah Rohmah 1, Sugeng Sutiarso 2* 1 Lampung University (Peoples' Friendship University of Lampung), Lampung, INDONESIA 2 Lampung University, Lampung, INDONESIA ...

[1] Rohmah M and Sutiarso S 2018 Analysis problem solving in mathematical using theory Newman Eurasia J Math Sc. Technol Educ. 14 671-81 Google Scholar [2] Flynn J-K, Hogan J, Maxwell P, Stacey L, Benson J, Elms M, Giles M E, Hicks S, Hillier C, Pittman S, Squires J and West W 2015 Mathematics 8: Curriculum Guide 2015 (Canada: Newfoundland Labrador) Google Scholar

The improvement of mathematical communication ability of elementary school students through project-based learning using mind map technique; Critical thinking and communication skills of 10 th grade students in trigonometry; An Analysis of Mathematical Communication Ability on Solving Open Ended Problems in Linier Equation System with Two Variables

8.Rohmah & Sutiarso / Analysis Problem Solving in Mathematical Using Theory Newman 678 Question number 4, the subject cannot meet indicators to comprehension errors, determine what is known in full but determine what is asked is not complete, this happens because of the negligence and carelessness of the subject. The subject does not meet indicator of the transformation errors, the subject did ...

Analysis Problem Solving in Mathematical Using Theory Newman by Sugeng Sutiarso Submission date: 02-Jan-2021 10:21PM (UTC+0700) Submission ID: 1482491363 File name: Sugeng_4.pdf (1.01M) Word count: 6958 Character count: 37973

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence.Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.

In this context, several recent studies have focused on the ability to understand a problem and difficulties regarding the solving as a means of improve students' mathematical problem-solving abilities. Design of research explores types and factors of mistakes students in solving mathematical problems. The instrument used is problem solving ...