An analysis of errors for pre-service teachers in first order ordinary differential equations

Makamure, Chipo; Jojo, Zingiswa

doi:10.29333/ejmste/12074

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…On contrary to the views of the previous studies, modern education that adopts constructivist theory encourages the inclusion of errors in curricula and in the strategies of teaching as opportunities for learning, and they have proven their point of view empirically (Bray, 2013;Metcalfe, 2016;Rushton, 2018;Makamure and Jojo, 2022).…”

Section: Introductionmentioning

confidence: 97%

“…From the viewpoint of Lischka et al (2018), mathematical errors are for the most part worth examining and analyzing in the classroom, and that they can be a powerful opportunity in teaching and learning mathematical subjects. The proportion is one of the mathematical topics rich in regular mathematical errors that deserve to be examined and analyzed in classroom situations, as well as that many students face many difficulties in it (Pomalato et al, 2020;Ozturk et al, 2021;Makamure and Jojo, 2022); and it is one of the mathematical topics directly related to proportional reasoning, which has not received much research about using mathematical errors as an opportunity to learn it; this gives educational researchers a reason to search and investigate them. This study aimed to investigate the effect of error analysis-based learning on the ability of proportional reasoning among-seventh grade students, and how mathematical error analysis contribute to students' experiences in learning.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

Khasawneh

Al‐Barakat

Almahmoud³

2022

Front. Educ.

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This study investigated the effect of mathematical error analysis-based learning on proportional reasoning ability of seventh-grade students. To achieve the purpose of the study, a proportion unit for the seventh-grade students in Jordan was designed according to the error analysis-based learning. A sample of 45 seventh-grade students participated in the study and were randomly assigned into the following two groups: Experimental group and control group. The data were collected through the following two instruments: A proportional reasoning test and an interview, after ensuring their reliability and validity. The results of the study revealed that the error analysis-based learning led to a significant improvement in proportional reasoning among the experimental group and contributed to providing students with positive experiences in learning mathematics. In light of these results, a set of recommendations for educational researchers, mathematics curriculum designers, and mathematics teachers were presented.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

Khasawneh

Al‐Barakat

Almahmoud³

2022

Front. Educ.

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“…There are some previous studies about NEA for pre-service teacher and professional teacher : an analysis of errors for pre-service teacher in first order ordinary differential equations (Makamure & Jojo, 2022), error analysis of pre-service teacher in Mathematical literacy (Khalo et al, 2015), and analysis students mistakes of teacher professional education based on NEA (Susanti & Taufik, 2019). Meanwhile NEA previous studies for college have been carried out by Angco (2021), Shida et al (2019), andAbu Mansor et al (2021).…”

Section: ▪ Introductionmentioning

confidence: 99%

Using Newman Error Analysis to Detect Students’ Error in Solving Junior High School Mathematics Problem

Ahzan

Simarmata

Mone

2022

JPMIPA

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The existence of student errors is due to the inability of the students to receive and process the information contained in the given questions. Therefore, it is necessary to conduct an analysis to find out student errors so that the results obtained in the analysis can be used by teachers to provide appropriate assistance to students, either through methods or media in learning mathematics. This study is a qualitative descriptive study. The purpose of this study was to find out how many errors were made by the eighth-grade class of Nurul Falah MTs in solving math problems according to Newman's theory in school year 2021/2022. So that solutions to reduce errors can be found and also to emphasize which parts require a deeper understanding in solving math problems. The results of the analysis showed that the percentage of student errors in the Reading Error (RE) phase was 13.33%, Reading Comprehension (RC) phase was 42.22%, Transformation Error (TE) phase was 28.89%, Process Skill (PS) phase was 71.11%, and the Encoding Error (EE) phase was 86.67%. From the results of the analysis, it can be seen that the most errors made by students are Encoding Error, which are 86.67%.

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An analysis of errors for pre-service teachers in first order ordinary differential equations

Cited by 2 publications

References 13 publications

The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students

Using Newman Error Analysis to Detect Students’ Error in Solving Junior High School Mathematics Problem

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