Inattentive Students Errors in Mathematics: Alarming Repetition

Abstract

In mathematics classrooms, errors in students’ responses are expected. Such errors are repeatable and predictable. In many cases, the reasons behind such errors might be a lack of comprehension, or inaccuracy in the employed algorithm or even the wrong implementation of algebraic rules. However, errors could occur because of a lack of attention. Students in many cases are not mindful during the process of writing to their responses. Addressing students’ errors in mathematics is not a new topic in mathematics education research. Previous studies looked at the influence of errors on students and teachers and their reactions to such errors. Moreover, few studies analysed the type of errors in mathematics classrooms (Guse, 2017). This study aims to investigate the most common inattentive errors occurred in students’ responses. The sample was chosen from one private university in Riyadh, the capital city of Saudi Arabia. Students’ responses in two calculus classes during the two semesters of academic year 2017-2018 were considered. The researcher analysed 250 students’ written mathematical assessments. In addition, 30 photographs of students’ work on classrooms’ whiteboards were explored. From the analyses, it appeared that missing a symbol (such as the equal sign) or a notation (such as were the most common inattentive errors whether in classrooms or in exams. The misuse of the equal sign and other symbols come next in repetition. The miss-order of operations appeared to be the error that most likely leads to an inaccurate result and might totally change the flow of the task . https://doi.org/10.26803/ijlter.17.11.9