The Common Errors in the Learning of the Simultaneous Equations

Johari, Pg. Mohammad Adib Ridaddudin Pg.; Shahrill, Masitah

doi:10.22460/infinity.v9i2.p263-274

Cited by 9 publications

(21 citation statements)

References 14 publications

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“…However, despite the different instructional designs that have been identified globally to improve students' mathematics learning, reports continue to indicate that students struggle to solve complex equations using rich procedural and conceptual knowledge (Johari & Shahrill, 2020;Kolawole & Ojo, 2019;Omobude, 2014). Specifically, students have been reported to have difficulties understanding algebraic expressions and equations, conceptualizing the dynamic role of variables, manipulating constants and coefficients to isolate unknowns, and applying algebraic understanding to solve contextualized problems (Johari & Shahrill, 2020;Martinez et al, 2016). Hence, there is a need to focus more on how to help students to develop a deeper understanding of solving complex equations, given its central role in the mathematics curriculum.…”

Section: Effects Of Worked Example On Students' Learning Outcomes …mentioning

confidence: 99%

Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems

Adeniji¹,

Baker²

2023

INT J INSTRUCTION

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High school students have been reported to have difficulties solving complex algebraic problems. This study therefore investigated the effects of worked example instruction on students' learning outcomes in solving complex algebraic problems. The study was a quasi-experiment that involved a pre-test, an intervention, a post-test, and a delay test. The responses of 72 students (aged 14 to 15 years) were scored following the structure of the observed learning outcomes (SOLO) model and analysed using the Rasch model and regression analysis. The results indicated a significant effect of worked examples from the pre-test to the post-test; however, this effect was not completely retained at the delay test. Also, worked examples had a larger effect on the low-ability students than the highability students, but student gender neither influenced nor interacted with learning outcomes at the post-test and delay test. Lastly, the results revealed an interaction between the worked example effects and students' expertise level, with the highability students experiencing a full reversal of the worked example effect. These results are explained with respect to element interactivity and expertise reversal effects, and inform mathematics educators and teachers of the conditions of the worked example effect and the implications for classroom practices.

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Section: Effects Of Worked Example On Students' Learning Outcomes …mentioning

confidence: 99%

Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems

Adeniji¹,

Baker²

2023

INT J INSTRUCTION

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“…The Chief Examiner's Report (2018) outlines a few of the challenges students encounter when attempting to solve problems involving probability, conceptual and procedural understanding with regard to converting word problems into mathematical statements, mensuration problems, and simultaneous equations involving indices. Also, numerous other subjects covered in the curriculum and real-world scenarios, particularly in the sciences, computer science, and engineering, are significantly influenced by simultaneous equations (Johari & Shahrill, 2020).…”

Section: Introductionmentioning

confidence: 99%

The design and development of a learning strategy to enhance students' engagement in simultaneous equations: An evaluation viewpoint

Aliyu

Osman²,

Kumar³

et al. 2023

J. Technol. Sci. Educ.

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In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts’ feedback on the LS's content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEII.

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“…This error can be seen from the identification of the student's work in doing the test (Kariadinata et al, 2019). Johari and Shahrill (2020) show that it is very important to know the causes of common mistakes made by students. Therefore, the teacher is able to facilitate students in reducing their errors in terms of analyzing the problem and reasoning about every step taken to solve it.…”

Section: Introductionmentioning

confidence: 99%

Identification of Junior High School Students’ Error Types in Understanding Concept About Relation and Function

Fitrianna

Rosjanuardi

2021

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This study aims to identify types of errors made by students and their conceptions related to the concept of relations and functions. This research is a descriptive study with a qualitative approach conducted in eight grades at one of Madrasah Tsanawiyah in Kabupaten Bandung Barat. The research subjects were taken from 26 students who answered incorrectly on a given test. The research instrument was in the form of a diagnostic test based on basic competencies and indicators in the Relations and Function material. In-depth interviews were conducted with students who made mistakes in answering. Based on the data analysis, the mistakes made were: 1) conceptual error type 1, 2) conceptual error type 2, 3) procedural error, 4) technical error, and 5) error in understanding the problem. One of the causes of students' mistakes is the dissimilar concept between students' and scientific conceptions.

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The Common Errors in the Learning of the Simultaneous Equations

Cited by 9 publications

References 14 publications

Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems

Effects of Worked Example on Students’ Learning Outcomes in Complex Algebraic Problems

The design and development of a learning strategy to enhance students' engagement in simultaneous equations: An evaluation viewpoint

Identification of Junior High School Students’ Error Types in Understanding Concept About Relation and Function

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