Abstract
The purpose of the study was to determine the students’ error in learning quadratic equation. The samples were 30 form three students from a secondary school in Jambi, Indonesia. Diagnostic test was used as the instrument of this study that included three components: factorization, completing the square and quadratic formula. Diagnostic interview was also used to identify at which level students’ errors occur in solving problems. The type of error is based on Newman Error Hierarchy Model that includes reading type error, comprehension, transformation, process skill, and encoding error. Data was analyzed using descriptive statistics: percentage and frequency. The findings showed that most students make error in transformation and process skill in solving quadratic equations. There was no error found in reading. The number of students who made encoding error and carelessness was small. The students’ error in solving quadratic equation was due to their weaknesses in mastering topics such as algebra, fractions, negative numbers and algebraic expansions.
Highlights
Problems that arise within the education system are very complex, including the problems associated with mathematics
For item 1 to 6, most type of error made by students in using factorization to determine the root of a quadratic equation were transformation errors followed by process skill errors
For item 7 to 11, there are a total of 16 comprehension error, 46 transformation error, 55 process skill error, 4 encoding error and 1 carelessness
Summary
Problems that arise within the education system are very complex, including the problems associated with mathematics. Mathematics is the basic knowledge needed by students to extend their learning to a higher level. Even mathematics is required in our daily lives, regardless of educational background and social life. National Council of Teachers of Mathematics (2000) has emphasized the goal of mathematics education reform is to produce students who are skilled in resolving problems, in addition to fostering attitudes, interests and a high motivation towards mathematics. Students should be exposed to skills in interpreting problems, planning solutions strategy, implementation of plan and rechecking of answers. In order for the students to think mathematically, students should be exposed to various strategies of problem solving by doing each step carefully, and systematically
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