Error pattern analysis of the Mathematics problem solving of grade 10 learners

https://doi.org/10.35912/jshe.v4i4.2125
Published: Aug 6, 2024

Abstract:

Purpose: This study investigates respondents' error patterns in mathematics problem-solving, their impact on problem solving, and their attitudes towards mathematics, examining the relationship between these factors.

Research methodology: This study used a convergent mix method design to analyze data from 80 Grade 10 students at Matucay National High School, focusing on error patterns in problem solving and the relationship between learners' performance and their attitudes towards mathematics.

Results: The study revealed that students excel in problem solving in mathematics, but their errors are mainly in formulation. They need to improve their reading comprehension, conceptual knowledge, and reasoning skills. The study also found that students' attitudes towards mathematics were influenced by their sex but not their problem-solving performance.

Limitations: The study involved grade 10 students, and the findings may be different if participants were at a different grade level (e.g., grade 8, grade 9, etc.). In addition, other disciplines of mathematics problem-solving can also be explored for the comparison of results.

Contribution: Enhances the understanding of the relationship between students’ attitudes towards mathematics and error patterns committed in calculating mathematics problem-solving. Emphasizing integrating the relative day-to-day experience of students and engaging in activities to boost motivation and learning outcomes is useful in shaping effective strategies for students, teachers, administrators, and officials.

Novelty: This study emphasizes the significance of real-world experiences in mathematics problem-solving to improve learning outcomes and attitudes, offering valuable insights for educators, administrators, policymakers, and students in developing effective learning strategies and highlighting the connection between positive attitudes and mathematical problem-solving experiences.

Keywords:
1. Error pattern analysis
2. Mathematics problem solving
3. Convergent mix method
4. Attitude towards Mathematics
5. Academic Performance
Authors:
1 . Norveen S. Campanilla
Matucay National High School, Matucay, Allacapan, Cagayan, Philippines
2 . Claire R. Mendoza
Cagayan State University – Lal-lo Campus, Lal-lo, Cagayan, Philippines
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How to Cite
Campanilla, N. S., & Mendoza, C. R. (2024). Error pattern analysis of the Mathematics problem solving of grade 10 learners. Journal of Social, Humanity, and Education, 4(4), 245–262. https://doi.org/10.35912/jshe.v4i4.2125
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Issue & Section
Vol. 4 No. 4 (2024): August
Articles
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

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    Almagro, R. E., & Edig, M. M. (2024). Mathematics learning motivated by computer attitude and social media engagement. Journal of Social, Humanity, and Education, 4(2), 79-97.

    Aryana, M. (2010). Relationship between self-esteem and academic achievement amongst pre-university students. Journal of applied sciences, 10(20), 2474-2477.

    Bart, W. M., Can, I., & Hokanson, B. (2020). Exploring the Relation between High Creativity and High Achievement among 8th and 11th Graders. International Online Journal of Education and Teaching, 7(3), 712-720.

    Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research: Sage publications.

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    Karam?k, G. A. (2023). Investigating the effects of mathematics problems prepared in the context of sustainability on academic achievement, attitudes and awareness of sustainability. LUMAT: International Journal on Math, Science and Technology Education, 11(1), 91–117-191–117.

    Khaneghahi, S., Nasripour, F., & MahmoudZehi, M. A. (2022). Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19. Journal of Social, Humanity, and Education, 2(3), 269-281.

    Kudari, J. M. (2016). Survey on the factors influencing the student’s academic performance. International Journal of Emerging Research in Management and Technology, 5(6), 30-36.

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    Nurhayanti, H., & Usodo, B. (2020). Analysis of mathematical problem-solving skills viewed from initial ability and gender differences in an elementary school. Ilkogretim Online, 19(3).

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    Perry, L., & McConney, A. (2010). Does the SES of the school matter? Teachers college record, 112, 1137-1162.

    Polya, G. (1985). How to solve it. A new aspect of mathematical method. Princeton.

    Reardon, S. F. (2018). The widening academic achievement gap between the rich and the poor Social stratification (pp. 536-550): Routledge.

    Rézio, S., Andrade, M. P., & Teodoro, M. F. (2022). Problem-based learning and applied mathematics. Mathematics, 10(16), 2862.

    Sari, N. M., Yaniawati, P., & Kartasasmita, B. G. (2019). The Effect of Different Ways in Presenting Teaching Materials on Students' Mathematical Problem Solving Abilities. International journal of instruction, 12(4), 495-512.

    Shah, N. H., Nazir, N., Arshad, M., Akhter, K., Shaheen, A. K., Younas, S., & Ghazanfar, F. (2023). Effect of Students Attitude Towards Mathematics on their Mathematical Achievement at Secondary School Level. International Journal of Emerging Technologies in Learning, 18(12).

    Shalihah, S. K. (2015). Profil pemecahan masalah matematika open ended siswa SMP ditinjau dari perbedaan gender. Skripsi tidak Diterbitkan. Surabaya: Program Sarjana Universitas Negeri Surabaya.

    Sinaga, B., Sitorus, J., & Situmeang, T. (2023). The influence of students’ problem-solving understanding and results of students’ mathematics learning. Paper presented at the Frontiers in Education.

    Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic exchange quarterly, 8(2), 16-22.

    Triliana, T., & Asih, E. (2019). Analysis of students’ errors in solving probability based on Newman’s error analysis. Paper presented at the Journal of Physics: Conference Series.

    Veloo, A., Krishnasamy, H. N., & Wan Abdullah, W. S. (2015). Types of student errors in mathematical symbols, graphs and problem-solving. Asian Social Science, Volume 11, Issue 15, 15 May 2015, Pages 324-334.

    Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275.

  1. Albay, E. M. (2019). Analyzing the effects of the problem-solving approach on the performance and attitude of first-year university students. Social sciences & humanities open, 1(1), 100006.
  2. Almagro, R. E., & Edig, M. M. (2024). Mathematics learning motivated by computer attitude and social media engagement. Journal of Social, Humanity, and Education, 4(2), 79-97.
  3. Aryana, M. (2010). Relationship between self-esteem and academic achievement amongst pre-university students. Journal of applied sciences, 10(20), 2474-2477.
  4. Bart, W. M., Can, I., & Hokanson, B. (2020). Exploring the Relation between High Creativity and High Achievement among 8th and 11th Graders. International Online Journal of Education and Teaching, 7(3), 712-720.
  5. Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research: Sage publications.
  6. Dagyar, M., & Demirel, M. (2015). Effects of problem-based learning on academic achievement: A meta-analysis study. EGITIM VE BILIM-EDUCATION AND SCIENCE, 40(181).
  7. Dan'inna, A. A. (2017). Students’ Attitude towards Mathematics as a Predictor of their Academic Achievement in the Subject. Journal Of Creative Writing (ISSN-2410-6259), 3(2), 1-22.
  8. Demir, ?., K?l?ç, S., & Ünal, H. (2010). Effects of students’ and schools’ characteristics on mathematics achievement: findings from PISA 2006. Procedia-Social and Behavioral Sciences, 2(2), 3099-3103.
  9. Ganzon, W. J., & Edig, M. M. (2022). Time Management And Self-Directed Learning As Predictors Of Academic Performance Of Students In Mathematics. Journal of Social, Humanity, and Education, 3(1), 57-75.
  10. Haerani, A., Novianingsih, K., & Turmudi, T. (2021). Analysis of students' errors in solving word problems viewed from mathematical resilience. JTAM (Jurnal Teori dan Aplikasi Matematika), 5(1), 246-253.
  11. Harju-Luukkainen, H., Vettenranta, J., Wang, J., & Garvis, S. (2020). Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland. Large-Scale Assessments in Education, 8(1), 3.
  12. Inoncillo, F. (2024). Mathematics Test Anxiety and Numerical Anxiety as Predictors of Achievement in Mathematics. Volume III, 186-203.
  13. Jupri, A., & Drijvers, P. (2016). Student difficulties in mathematizing word problems in algebra. EURASIA Journal of Mathematics, Science and Technology Education, 12(9), 2481-2502.
  14. Karam?k, G. A. (2023). Investigating the effects of mathematics problems prepared in the context of sustainability on academic achievement, attitudes and awareness of sustainability. LUMAT: International Journal on Math, Science and Technology Education, 11(1), 91–117-191–117.
  15. Khaneghahi, S., Nasripour, F., & MahmoudZehi, M. A. (2022). Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19. Journal of Social, Humanity, and Education, 2(3), 269-281.
  16. Kudari, J. M. (2016). Survey on the factors influencing the student’s academic performance. International Journal of Emerging Research in Management and Technology, 5(6), 30-36.
  17. Lee, J.-Y., & Han, H. (2018). The effects of mathematical problem posing activities on 10th grade students' mathematics achievement and affective characteristic of mathematics. Communications of Mathematical Education, 32(3), 385-406.
  18. Macaso, K. M. J., & Dagohoy, R. G. (2022). Predictors of Performance in Mathematics of Science, Technology And Engineering Students of a Public Secondary School in The Philippines. Journal of Social, Humanity, and Education, 2(4), 311-326.
  19. Marchi?, I. (2013). Relation between students’ attitude towards mathematics and their problem solving skills. PedActa, 3(2), 59-66.
  20. Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231.
  21. Mensah, J., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter. Journal of Education and Practice, 4(3), 132-139.
  22. Mohammed, T. Y., Philip, K. Y., & Labaran, K. (2024). The influence of social media on students of second-cycle institutions in Tamale and its implications. Journal of Social, Humanity, and Education, 4(3), 205-217.
  23. Naderi, H., Abdullah, R., Aizan, H. T., Sharir, J., & Kumar, V. (2009). Self-esteem, gender and academic achievement of undergraduate students. American Journal of Scientific Research, 3(1), 26-37.
  24. Ndlovu, V. (2017). Grade 10-12 learners' attitude towards mathematics and how the attitudes affect performance. University of the Witwatersrand, Faculty of Humanities, School of Education ….
  25. Nuraini, D., Kusmayadi, T., & Fitriana, L. (2019). Mathematics problem solving based on Schoenfeld in senior high school students. Paper presented at the Journal of Physics: Conference Series.
  26. Nurhayanti, H., & Usodo, B. (2020). Analysis of mathematical problem-solving skills viewed from initial ability and gender differences in an elementary school. Ilkogretim Online, 19(3).
  27. Ohlsson, S. (2012). The problems with problem solving: Reflections on the rise, current status, and possible future of a cognitive research paradigm. The Journal of problem solving, 5(1), 7.
  28. Perry, L., & McConney, A. (2010). Does the SES of the school matter? Teachers college record, 112, 1137-1162.
  29. Polya, G. (1985). How to solve it. A new aspect of mathematical method. Princeton.
  30. Reardon, S. F. (2018). The widening academic achievement gap between the rich and the poor Social stratification (pp. 536-550): Routledge.
  31. Rézio, S., Andrade, M. P., & Teodoro, M. F. (2022). Problem-based learning and applied mathematics. Mathematics, 10(16), 2862.
  32. Sari, N. M., Yaniawati, P., & Kartasasmita, B. G. (2019). The Effect of Different Ways in Presenting Teaching Materials on Students' Mathematical Problem Solving Abilities. International journal of instruction, 12(4), 495-512.
  33. Shah, N. H., Nazir, N., Arshad, M., Akhter, K., Shaheen, A. K., Younas, S., & Ghazanfar, F. (2023). Effect of Students Attitude Towards Mathematics on their Mathematical Achievement at Secondary School Level. International Journal of Emerging Technologies in Learning, 18(12).
  34. Shalihah, S. K. (2015). Profil pemecahan masalah matematika open ended siswa SMP ditinjau dari perbedaan gender. Skripsi tidak Diterbitkan. Surabaya: Program Sarjana Universitas Negeri Surabaya.
  35. Sinaga, B., Sitorus, J., & Situmeang, T. (2023). The influence of students’ problem-solving understanding and results of students’ mathematics learning. Paper presented at the Frontiers in Education.
  36. Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic exchange quarterly, 8(2), 16-22.
  37. Triliana, T., & Asih, E. (2019). Analysis of students’ errors in solving probability based on Newman’s error analysis. Paper presented at the Journal of Physics: Conference Series.
  38. Veloo, A., Krishnasamy, H. N., & Wan Abdullah, W. S. (2015). Types of student errors in mathematical symbols, graphs and problem-solving. Asian Social Science, Volume 11, Issue 15, 15 May 2015, Pages 324-334.
  39. Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275.