Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class

Novitasari, Novitasari; Lukito, Agung; Ekawati, Rooselyna

doi:10.1088/1742-6596/947/1/012035

Cited by 12 publications

(6 citation statements)

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“…Furthermore, all subjects performed symbolic errors and calculating errors, both in the process skills or encoding stage, which showed that they lacked concentration while working on the problems. As shown by several studies, slow learners' poor concentration skills (Kaznowski, 2004;Pandey & Kurian, 2016;Tran et al, 2019) has an impact on errors in the process skills and encoding stages (Metikasari et al, 2019a;Novitasari, Lukito, & Ekawati, 2018;Sovia & Herman, 2019). This poor concentration skill leads them to make mistakes in writing symbols, doing calculations, and writing final answers that lead to errors in solving mathematical problems, especially in circle problems.…”

Section: Discussionmentioning

confidence: 97%

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Slow learners’ performance in solving mathematical problems in the inclusive classroom

Hasibuan¹,

Santosa

Syamsuri

2022

jel

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Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.

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Section: Discussionmentioning

confidence: 97%

“…Research that aims to analyze the errors made by slow learners in solving mathematical problems has been carried out by Novitasari et al (2018) and Sovia and Herman (2019). However, both studies focused on problems related to numbers.…”

Section: Introductionmentioning

confidence: 99%

Slow learners’ performance in solving mathematical problems in the inclusive classroom

Hasibuan¹,

Santosa

Syamsuri

2022

jel

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“…An error is a false thing that is erroneous in relation to the truth, to a rule. An error, then, has the attributes of a "fault", a "misunderstanding" or a "confusion" (Novitasari et al, 2018). Marquillo-Larruy notes that the meanings associated with an error are not absolute as they depend on the context where they happen to be used.…”

Section: The Error Phenomenon In Learningmentioning

confidence: 99%

Conceptual and Methodological Issues in Error Treatment: The Case of Physics Teaching in Morocco

El-Hars

Morchid²,

Benqassou³

et al. 2022

JESR

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The literature on error treatment techniques in education is abundant; still, the linkage between what is theoretical and what is practical can be very contentious. For this same reason, teachers are faced with the challenge of implementing consistent approaches of error treatment. Another focal point in this study is the divide between natural sciences and social sciences. In many cases, teachers of natural sciences cannot relate to the affordances of the social sciences to reshape and foster their pedagogical practices. This paper is intended to investigate error treatment practices amongst physics teachers in Morocco beyond and above what is stated in official guidelines. In particular, the current study was carried out with a total number of 120 high school teachers in Morocco during the academic year 2021-2022. The questionnaire method was used for the collection of numeric data while the interview method was used for probing the attitudes of the respondents towards the phenomenon under investigation. The legitimacy of the data was validated by means of multiple numeric estimations. The outputs from data analysis revealed a pressing need for teacher continuing professional development, being a prerequisite for fostering physics teachers’ pedagogical skills. Received: 2 August 2022 / Accepted: 12 October 2022 / Published: 5 November 2022

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“…A. SLOW LEARNERS Slow learners as mentioned before are the children that have slower thinking rate than their typical peers which make it harder for teachers to help them 18 . That is supported by 19 , which states that these slow learners are struggling to cope with conventional methods used in the regular classroom due to their below-average cognitive capabilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Proposed Robotic-Based Model for Slow Learner’s Learning

et al. 2020

MJPHM

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Learning is important for the development of children with special needs. Slow learners, which are included in the special-needs category suffer from extreme timidity thus making them unable to actively involved in learning sessions. It is important for them to actively involve in the learning activities as it affects their academic achievement. This study involves two phases of activities which are; Phase 1, identification specification through literature review and expert interview, and Phase 2, model development. From the specification identification phase, suitable elements and components are identified, gathered, analysed and organised to prepare a comprehensive model. Therefore, a robotic-based model for slow learners’ learning is proposed. The model consists of the elements and the components that emphasize interactive student-centred learning. The model is derived from Care-Receiving Robot, Social Development Theory and Triple-D Model which consists of the teacher (More Knowledgable Other), the student, the robot (Care-Receiving Robot), learning by teaching to invoke student-centred learning, and evaluation (Triple-D Model).

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Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class

Cited by 12 publications

References 1 publication

Slow learners’ performance in solving mathematical problems in the inclusive classroom

Slow learners’ performance in solving mathematical problems in the inclusive classroom

Conceptual and Methodological Issues in Error Treatment: The Case of Physics Teaching in Morocco

Proposed Robotic-Based Model for Slow Learner’s Learning

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