Teacher knowledge of error analysis in differential calculus

Moru, Eunice Kolitsoe; Qhobela, Makomosela; Wetsi, Poka; Nchejane, J. N.

doi:10.4102/pythagoras.v35i2.263

Cited by 9 publications

(6 citation statements)

References 13 publications

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“…Pengetahuan dosen tentang analisis kesalahan mahasiswa dalam penyelesaian masalah matemtatika diharapkan dapat mengurangi masalah. Selain itu, dimulai dari kesalahan-kesalahan mahasiswa, dosen dapat memberikan perhatian khusus terkait kesalahan yang banyak terjadi dan penyebab kesalahankesalahan tersebut (Moru, et al, 2014).…”

Section: Pendahuluanunclassified

Process Skill Error: The Majority Student’s Error in Problem Solving of Integral Calculus

Machromah¹

2017

JDS

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There is high unpassed value of students in Mathematics Departmen UMS at Integral Calculus lecture. It is predicted that there are so many students have difficulties in Integral Calculus. Data from mid exam at academic year 2016/2017 showed that there are 80,87% from 115 students got score under 63. It is indicated that there are so many students’s error in solving integral calculus problems. Integral Calculus is one of basic lecture which is prerequisite of other complex lecture. Knowing the error’s position and the factor that caused student’s error would help lecturer pay attention in integral calculus learning. Thus, the aim of this research is identifiying error’s position that are done by students and analyzing causative factor in solving Integral Kalkulus problems. Kind of this research is qualitative description. Technique of collecting data is test and interview. This research uses technique-triangulation for validating data, it is by documentation and interview. Meanwhile, the steps for analyzing data are data reduction, data presentation, and conclusion. The result of this research showed that there is 41,40% error with type process skill error in solving Integral Calculus problems. Besides, types of student’s error in solving Integral Calculus problems are transformation error, comprehension error, and reading error. There is no encoding error that found in this research. Causative factors of that student’s error are (1) students did not careful in reading the problems, writing mathematics siymbol include symbol of integral, and calculating, (2) low of prerequisite material mastery and concept of basic mathematics, (3) low of undestanding of material and concept of integral, (4) students could not identify the characteristics or types of probles to determine the appropriate technique of integration, and (5) the use of formula which is not appropriate and not suitable with problem’s solution

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Section: Pendahuluanunclassified

Process Skill Error: The Majority Student’s Error in Problem Solving of Integral Calculus

Machromah¹

2017

JDS

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“…From the results of the study it is evident that teachers should develop the skill of error analysis. During error analysis, teachers should identify, diagnose and remedy the errors learners commit (Moru & Qhobela, 2013;Moru et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions

Moru

Mathunya

2022

J. Res. Adv. Math. Educ

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Algebra is an important branch of mathematics which applies to many fields related to mathematics. However, many studies show algebra as posing problems even to the most gifted students. This phenomenon, therefore, necessitates more studies to be conducted in this area. As such, the study explored the types of errors that Grade 8 learners committed in simplifying algebraic expressions and the misconceptions that might have given rise to such errors. Ninety-five Grade 8 learners were selected as the subjects of the study at one high school in Lesotho. Within the framework of the Qualitative case study design, the study used tasks and interviews for data collection. The thematic approach to data analysis within the framework of the constructivist theory was adopted. The study identified most errors committed by the learners as persistent. Overgeneralizing the rules of prior knowledge to new knowledge, particularly in different contexts, was the most frequent cause of the errors. In addition to this was the misunderstanding and misinterpretation of correct meanings in the given context. Some of the identified errors overlapped with those in the reviewed literature while others did not.

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“…The persistent use of social media language by learners also indicate that teachers should develop skills in analysing learners' errors. Teachers should be able to identify, diagnose and remedy errors learners frequently commit (Moru & Qhobela, 2013;Moru et al, 2014;Moru & Mathunya, 2022). Once the diagnosis is posed, remediation should be carried out by teachers (Booth et al, 2014;Makonye, 2016;Makonye & Fakude, 2016).…”

Section: Conclusion: the Way Forwardmentioning

confidence: 99%

Orthographic Errors Analysis of English as a Second Language Learners’ writing: lessons from the use of WhatsApp language

Kouankem

2024

J. Cam. Acad. Sci

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This article investigates the impact of WhatsApp language on English as a Second Language (ESL) learners’ writing performance. The study is based on the assumption that secondary schools learners’ essay scripts are full of orthographic errors caused by the use of WhatsApp language. Data collection tools included questionnaires and learners essays. The descriptive survey design within the social learning theory and the constructivist theory of error analysis was adopted in the analysis of data. The study concluded that WhatsApp language negatively affects the orthographic performance of the Government Bilingual High School ESL students of Bertoua. The way forward proposes the development of teachers’ skills in error analysis as well as the active involvement of learners in reflecting on the source of their errors as part of the remediation process.

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Teacher knowledge of error analysis in differential calculus

Cited by 9 publications

References 13 publications

Process Skill Error: The Majority Student’s Error in Problem Solving of Integral Calculus

Process Skill Error: The Majority Student’s Error in Problem Solving of Integral Calculus

A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions

Orthographic Errors Analysis of English as a Second Language Learners’ writing: lessons from the use of WhatsApp language

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