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Application of Newman Errors Analysis theory related to mathematical literacy problems: A case study of secondary students in class 11
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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1 Departement of Mathematics Education, Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
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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.
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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