Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses

Abstract

This research aims to describe the mistakes of the prospective teachers in solving the application of radian measurement problems and their causes. This type of research is qualitative descriptive research with a case study approach. The types of data collection in this research consisted of the results of the subject's work and transcripts of interviews with research subjects. By following the type of data, this research instrument consists of one question about the problem of applying radian measurement and interview guidelines developed by the researchers. Data analysis of the subject's work is carried out by classifying the types of errors to know the types of errors that arise in solving the problem of applying the radian measurements. While the transcript analysis of the interview results was carried out by coding the words to determine the factors causing the errors that appeared. The results of the research indicate that the error in solving the problem of applying the radian measurement are misconceptions and factual errors. This misconception is generally caused by intuitive thinking, while this factual error is generally caused by not paying careful attention to the information in the question. The solution to these errors is to analyze the elements of the circle that are interconnected in solving the problem of applying the radian measurements and to be careful in writing the information that is known in the question.

Exploring grade 11 learners’ mathematical connections when solving two-dimensional trigonometric problems in an activity-based learning environment

“…Thus, the chances of obtaining correct solutions are higher in learners who can make feature connections. These findings are contrary to Setiawan and Surahmat (2021) who found that participants fail to pay attention to the information given in the trigonometric problem. Participants were able to pay attention to every detail of the information given.…”

“…For example, Marufi et al (2022) found out that learners experience challenges in comprehending trigonometric symbols and language, using correct algorithms, and retrieving appropriate prior knowledge. For Setiawan and Surahmat (2021), learners encounter the challenge of comprehending and extracting information from 2D trigonometric problems. This contributes to learners committing procedural errors (Nanmumpuni & Retnawati, 2021).…”

The Effect of Mathematical Disposition on Basic Mathematical Abilities in the Online Learning

“…However, the change in learning from what was originally carried out face-to-face to online learning hurt some students. The results of the research show that in online learning, students experience conceptual misunderstandings, principle misunderstandings, and factual misunderstandings (Y. E. Setiawan, 2022; Y. E. Setiawan & Surahmat, 2021). Various problems also arise in online learning, including difficulty adapting to online learning, lack of student understanding, saturation occurs in online learning, and limited interaction between teachers and students, resulting in decreased student understanding of the material being studied.…”

The Effect of Curiosity on Mathematical Creativity

“…Even the results of the study also show that a creative person can find effective ways to solve mathematical problems [14]- [16]and can solve problems with various representations [17]. Meanwhile, students who tend to be uncreative will get stuck in errors in solving math problems [18], [19]. Creativity in this study is defined as an effort to find new alternative solutions in solving mathematical problems [20]- [22].…”