An Analysis of Students’ Error in Solving Abstract Algebra Tasks

Agustyaningrum, Nina; Abadi, Agus Maman; Sari, Riska Novia; Mahmudi, Ali

doi:10.1088/1742-6596/1097/1/012118

Cited by 23 publications

(18 citation statements)

References 16 publications

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“…Examination on the student worksheet found that errors in calculations resulted in students unable to answer questions completely. This phenomenon has also been reported by several previous studies [24,25]. This type of error occurs due to the inaccuracy of students in the answering process and also their lack of understanding in fraction operations as confirmed in interviews with students (St.9).…”

Section: Analysis For Process Skill Errorsupporting

confidence: 85%

Polya's Problem Solving Strategy in Trigonometry: An Analysis of Students' Difficulties in Problem Solving

Sulistyaningsih¹,

Purnomo²,

Purnomo³

2021

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Section: Analysis For Process Skill Errorsupporting

confidence: 85%

Polya's Problem Solving Strategy in Trigonometry: An Analysis of Students' Difficulties in Problem Solving

Sulistyaningsih¹,

Purnomo²,

Purnomo³

2021

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“…The selected concept was correct, but the application shows that the students have not understood the concepts well. This phenomenon also happened in various research (Maharaj, 2010;Syaiful, Marsal, & Kamid, 2016;Agustyaningrum et al, 2018;Yerizon et al, 2019). At the beginning, the student wrote ≠ 0 and is subset of A, it should be ≠ and .…”

Section: Description Of Mathematical Proving Abilitymentioning

confidence: 76%

“…Regarding the mathematical proof, Reid (2005) stated that proving makes mathematics unique and different from the other disciplines. Through the mathematical proving task, a lecturer can see: (1) how the students provide logical arguments, (2) how students use examples and non-examples to support their arguments, (3) kinds of students' weaknesses in reasoning experience, and (4) kinds of misconception the students often experience. Hart (1994) and Moore (1994) found that most students still encountered difficulties in mathematical proving in higher education, especially in abstract algebra.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematical Proof Ability in Abstract Algebra Course

Agustyaningrum¹,

Husna²,

Hanggara³

et al. 2020

ujer

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Mathematical proving is an important ability to learn abstract algebra. Many students, however, found difficulties in solving problems involving mathematical proof. This research aims to describe the students' mathematical proving ability and to find out the difference of the ability among students in private universities with three different levels of accreditation-A, B, and C. We used descriptive and comparative methods to reach the goals by involving mathematics education department students from A, B, and C-accredited private universities as its subjects. We used a test and interview to collect the data. The data of the students' mathematical proving ability were then statistically described and then compared among the three subject categories using the Kruskal-Wallis test and U Mann Whitney post hoc test. The results suggest that the students' mathematical proving ability from the A, B, and C-accredited universities respectively were 77.14 (high category), 39.32 (low category), and 36.78 (low category). Furthermore, the comparison results suggest that the significant differences only happen between universities with A and B accreditation level, and between the ones with A and C accreditation. Based on these findings, the mathematical proving ability of the students from B and C-accredited universities still needs to be improved by making the students accustomed to exercising with proof problems, motivating them to learn, and providing them learning materials that are easy to understand.

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“…The cause of the first error, namely "students lack conceptual understanding" is a common error in mathematics problem solving. There are many research results about this, for example, see [25], according to Agustyaningrum, Abadi, Sari & Mahmudi [25], most of the ∈ ∈ ∈ ∈ ∈ ∈ ∈ ∈ ∈ students' errors were on conceptual understanding,while the cause of the second major errors was in line with the results of the research that has been discovered by the researchers, i.e. Selden & Selden [7], list thirteen types of errors in college level theorem proving that one of these errors is the rules that students know for dealing with real numbers and is universal.There are many ways to minimize students' difficulties in group theory, such as by choosing a learning approach (forms of pedagogy) [26], especially learning approach that allows students to become critical thinkers [27], for example, the use of APOS theory approach can minimize students' difficulties in learning system of linear equation [28].…”

Section: Resultsmentioning

confidence: 99%

Students' Errors in Learning Elementary Group Theory: A Case Study of Mathematics Students at Andalas University

Yerizon¹,

Arnawa²,

Yanita³

et al. 2019

ujer

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This paper will discuss level of conceptual understanding of 18 mathematics students in learning elementary group theory during abstract algebra course 2016-2017 academic year at Andalas University. Participants were asked to answer three proof tests in relation to group theory. Students' solutions to the proof test were taken as the key source of data used to: (i) classify students to one of the four levels of conceptual understanding and (ii) analyze students errors in learning elementary group theory. One student for each level was interviewed to provide additional information about common students' errors on the proof task and to aid the process of understanding the underlying cause of these errors. The finding shows that: (1) Students' achievement in proof task is still problematic; (2) Most students have difficulties in verifying the existence of identity and inverse element; (3) Factors that contribute to errors in proof task are: lack of conceptual understanding and that student treated binary operations on a group as a binary operations on real numbers.

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An Analysis of Students’ Error in Solving Abstract Algebra Tasks

Cited by 23 publications

References 16 publications

Polya's Problem Solving Strategy in Trigonometry: An Analysis of Students' Difficulties in Problem Solving

Polya's Problem Solving Strategy in Trigonometry: An Analysis of Students' Difficulties in Problem Solving

Analysis of Mathematical Proof Ability in Abstract Algebra Course

Students' Errors in Learning Elementary Group Theory: A Case Study of Mathematics Students at Andalas University

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