Analysis of Student Errors in Solving Ordinary Differential Equations Based on SOLO Taxonomy

Yarman, Y.; Fauzan, Ahmad; Armiati, A.; Lufri, L.

doi:10.1088/1742-6596/1554/1/012065

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…The previous finding is consistent with prior studies (Bray, 2013;Ingram et al, 2015;Willingham et al, 2018Yarman et al, 2020, which emphasized that mathematical error-analysis contributes to providing students with opportunities to show interest in the learning topic, respect and accept students' opinions, speak in a correct language, develop useful questions, in addition to giving students an opportunity to express their thoughts, and criticize them along with others' thoughts.…”

Section: Discussionsupporting

confidence: 89%

“…Also, it is due to the benefits of the learning environment supported by mathematical error-analysis activities in increasing classroom interaction and participation, and helping students reduce their anxiety of making errors in the classroom as well as overcoming some challenges that face them, through reducing embarrassment, reducing mathematical errors and encouraging students to keep on learning mathematics. This result was reported by previous studies (Ayuwanti & Dwisiswoyo, 2021;Brodie, 2008;Heinze, 2005;Ingram et al, 2015;Kent, 2017;Kyaruzi et al, 2020;MCcarthy et al, 2016;Palkki & Hästö, 2019;Qadri, 2012;Rach et al, 2012;Rushton, 2018;Willingham et al, 2018;Yarman et al, 2020), which indicated that mathematical error-analysis enhances students' interaction and effective discussion, develops analytical skills, corrects misunderstandings and misconceptions and leads to creating a strong learning educational environment in the classroom, as it increases classroom interaction between teacher and students and among students themselves.…”

Section: Discussionsupporting

confidence: 80%

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The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

Khasawneh

Al‐Barakat

Almahmoud³

2023

EURASIA J Math Sci Tech Ed

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This study was designed to investigate the effect of mathematics learning environment supported by error-analysis activities on classroom interaction. To achieve this purpose, two classes of seventh grade students (aged 12-13 years) were randomly selected and were assigned into two groups; experimental (number of student=24) and control (number of students=24). The experimental group was exposed to error-analysis activities, whereas the control group studied the same mathematics content without any error-analysis activities. Moreover, two instruments were used to collect the data: an observation checklist including indicators of classroom interaction and a semi-structured interview, after ensuring their validity and reliability.<br /> 14 classes for each group were observed by two observers using an observation checklist. The findings of the study revealed that statistically significant differences were found between the rating means of classroom interaction of the two groups. Moreover, the qualitative analysis of the interviews revealed that the mathematics error-analysis activities contribute to improving the quality of teacher-student, student-student and student-content interaction. They enhance the quality of students’ responses, help students be more engaged in mathematics learning through social interaction and more active in oral communication, improve their classroom predications and discussions and support student-content interaction through sustaining error-analysis to be a learning behavior. Based on these findings, it was recommended that mathematics learning environment supported by error-analysis activities could be adopted as a teaching-learning strategy to improve classroom interaction, which enhances students’ mathematics learning in primary education.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 80%

The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

Khasawneh

Al‐Barakat

Almahmoud³

2023

EURASIA J Math Sci Tech Ed

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“…Kastolan stage is one of the tools to analyze the description answer errors students make in solving questions. Kastolan's stages consist of conceptual, procedural, and technical errors (D et al, 2021;Najwa, 2021;Yarman et al, 2020). The mistakes made by the students can be information and reference on the progress and shortcomings to be made in the ethnomathematical learning process.…”

Section: Introductionmentioning

confidence: 99%

Developing Ethnomathematical-Based Learning Stages on Mathematical Communication Skills with Kastolan Error Analysis

Hamidah

2024

cana

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Ethnomathematics-based learning has been effective for students' mathematical communication skills, but it can still be optimized by minimizing common student errors. Therefore, the objectives of this study are to analyze the shortcomings of students to solve mathematical communication problems in terms of students' skill categories; 2) analyze the learning process based on ethnomathematics with the help of the geoGebra application; 3) Develop learning steps based on ethnomathematics, analysing the shortcomings of the students. The study subjects were courageously selected, i.e. 36 students from the IX semester of the 2023/2024 academic year. Data were obtained through reported math skills, interest questionnaires, observation sheets, and dialogue sheets. Data analysis techniques begin with data analysis, testing students' mathematical communication skills, analyzing qualitative data, interpreting research results, and analyzing quantitative data. According to the analysis of the errors made by the students in solving mathematical communication problems, in terms of the categories of student ability, the students made more procedural errors in the categories of medium and low skills. At the same time, students in the high-ability category tend not to make significant mistakes. The results of the triangulation found two stages of learning necessary to minimize student errors, i.e., the exercise stage and the research stage. The stages of ethnothematic learning are exploration, mapping, explanation, exercise, research, and reflection. The effectiveness of the learning model developed in the mathematical communicative skills of the students will be analyzed for future research.

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

Makamure

Jojo

2022

EURASIA J Math Sci Tech Ed

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Analysis of Student Errors in Solving Ordinary Differential Equations Based on SOLO Taxonomy

Cited by 3 publications

References 2 publications

The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

Developing Ethnomathematical-Based Learning Stages on Mathematical Communication Skills with Kastolan Error Analysis

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

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