An error analysis in the early grades mathematics – a learning opportunity?

Herholdt, Roelien; Sapire, Ingrid

doi:10.4102/sajce.v4i1.46

Cited by 51 publications

(60 citation statements)

References 19 publications

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“…According to Herholdt and Sapire [30], partially correct answers indicated that the pupils were aware of the correct operation that needed to be done, but did not complete the operation correctly. This indicates some conceptual understanding, even though there were procedural errors made in the solutions.…”

Section: Discussionmentioning

confidence: 99%

“…The analysis of errors establishes an important source for teachers [29]. Errors disclose the type of understanding used by the student when establishing the answer to the question given [30]. Thus, analysis of errors is suitable as a critical indication for teachers in understanding the knowledge used by the students in an activity.…”

Section: Error Analysis In Mathematicsmentioning

confidence: 99%

“…Thus, analysis of errors is suitable as a critical indication for teachers in understanding the knowledge used by the students in an activity. Bastien and Bastien-Toniazzo [31] as cited in [30] indicate that students may give some wrong answers even when they used the right knowledge (often, student used an erroneous perspective due to the structure of the question). They can provide some incorrect answers but they follow different ways of thinking and, at the end they proposed correct answer that came out from the incorrect knowledge.…”

Section: Error Analysis In Mathematicsmentioning

confidence: 99%

“…Herholdt and Sapire [30] piloted a study of errors in students' work with the purpose to look for possible explanation for the errors. The sample was pupils of grade 1 to 4 in South Africa.…”

Section: Error Analysis In Mathematicsmentioning

confidence: 99%

See 3 more Smart Citations

Effects of HOTS-based Module Approach on Pupil’s Errors in the Topic of Measurement and Geometry in Urban and Rural Schools

Ibrahim¹,

Ayub²,

Yunus³

et al. 2019

ujer

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This study was to investigate the effect of HOTS-based module approach on pupil's error in the topic of measurement and geometry year five. For the purpose of the study, a quasi-experimental research was conducted on two intact groups. It was conducted in two schools (School1 and School2) located in urban area and two schools (School3 and School4) located in rural area in one of the states in Malaysia. Sample in urban schools was a total of 40 pupils (20 pupils in the treatment group and 20 pupils in the control group) while, for rural schools, 37 pupils (19 pupils in the treatment group and 18 pupils in the control group) participated in this study. The data collection instrument used in this study was the four item problem-solving test on the topic of Measurement and Geometry developed by the researcher. Fong's Schematic Model was used to analyse levels of errors in solving word problem. The analysis of the result from the test showed that pupils in treatment groups in both schools made less errors compared with pupils in control group. This result indicated that pupils who used HOT-based module committed less errors in solving Measurement and Geometry problems.

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Section: Discussionmentioning

confidence: 99%

Section: Error Analysis In Mathematicsmentioning

confidence: 99%

Section: Error Analysis In Mathematicsmentioning

confidence: 99%

Section: Error Analysis In Mathematicsmentioning

confidence: 99%

See 2 more Smart Citations

Effects of HOTS-based Module Approach on Pupil’s Errors in the Topic of Measurement and Geometry in Urban and Rural Schools

Ibrahim¹,

Ayub²,

Yunus³

et al. 2019

ujer

View full text Add to dashboard Cite

show abstract

“…Prevention of errors such as the above needs to be done because it will be fatal to other material errors. The causes of elementary school students' mistakes in solving problems are mostly due to the lack of conceptual understanding (Herholdt & Sapire, 2014). Besides, mistakes arise as a result of student learning difficulties.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students' Errors on the Fraction Calculation Operations Problem

Safriani

Munzir

Duskri

et al. 2019

ajpm

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Students' errors on fraction problems often occur, especially in fraction counting operations. This error shows that the ability of students who do not understand the fraction problems. To overcome these errors, attention from the teacher is needed so that mistakes can be resolved. The purpose of this study is to describe students' errors in the fraction counting operation problem on each indicator, which is related to converting mixed fractions to ordinary fractions, determining fractions of value, and performing fraction addition and subtraction operations. This research is a qualitative descriptive study. The results showed that the majority of students experienced concept errors on each indicator requested in this study. Also, students make other mistakes such as mistakes of principle and carelessness.

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Epistemic errors in students’ four fundamental operations of whole numbers: a radical constructivist grounded theory (RCGT) approach

et al. 2021

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The purpose of this study was to explore four fourth-grade students’ errors in whole number operations and associated causes. Task-based interviews were conducted to explore students' errors and their causes in four operations—addition, subtraction, multiplication, and division of whole numbers. The qualitative data in the form of students’ tasks and interview transcripts were analyzed to examine the nature of errors committed by the students. The findings of the study revealed that students committed epistemic and non-epistemic errors in the operations of whole numbers. Most of the errors in addition, subtraction, multiplication, and division problems were epistemic in nature due to a lack of understanding of the regrouping of numbers with position values and the role of a zero in different operations, a lack of understanding of the minuend and subtrahend in subtraction problems, a lack of understanding the role of zero in position values, and a misalignment of positional places for each numeral in minuend and subtrahend. The students could not comprehend the role of the remainder in the context of division problems and could not relate divisor, dividend, quotient and remainder. The non-epistemic errors seemed to arise from students’ lack of attention and curiosity, forgetting, and de-learning of the concepts in higher order operations and interpretations.

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An error analysis in the early grades mathematics – a learning opportunity?

Cited by 51 publications

References 19 publications

Effects of HOTS-based Module Approach on Pupil’s Errors in the Topic of Measurement and Geometry in Urban and Rural Schools

Effects of HOTS-based Module Approach on Pupil’s Errors in the Topic of Measurement and Geometry in Urban and Rural Schools

Analysis of Students' Errors on the Fraction Calculation Operations Problem

Epistemic errors in students’ four fundamental operations of whole numbers: a radical constructivist grounded theory (RCGT) approach

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