Errors Made by 8th Grade Students while Solving Mathematical Word Problems
Clicks: 10
ID: 311844
2024
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
0.0
/100
10 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
Ranked #11 of 39 articles by views in Journal of Research in Science and Mathematics Education
Most read
Least read
Bar heights use a square-root scale.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
Purpose: Mathematical word problems continue to challenge students due to their reliance on a range of interconnected mathematical concepts. This study investigates the specific types of errors students make when solving word problems, using Newman's Error Analysis as a framework. Methodology: Employing a descriptive-qualitative methodology, data were collected through tests and interviews with 47 eighth-grade students from a junior secondary school in the Ohangwena region of Namibia. Of these, nine students participated in interviews for a deeper understanding of their problem-solving processes. Findings: The analysis revealed that while no students experienced difficulties during the reading stage, significant challenges arose in later stages: comprehension errors occurred in 30.9% of cases, transformation and process skill errors were each observed in 62.2% of responses, and encoding errors, manifesting as inaccuracies in the final answer, were present in 62.8%. Significance: These findings highlight the critical need for educators to focus on enhancing students’ abilities to tackle word problems, particularly by incorporating assignments grounded in real-life scenarios to foster better comprehension and application of mathematical concepts.
| Reference Key |
imported_1772723959_69a99ef7dc0d9
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Moses Chirimbana |
| Journal | Journal of Research in Science and Mathematics Education |
| Year | 2024 |
| DOI |
10.56855/jrsme.v3i3.1139
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.