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ERROR ANALYSIS OF EIGHTH GRADE STUDENTS FOR NON-ROUTIN PROBLEM SOLUTIONS

Year 2022, Issue: 62, 1 - 41, 01.05.2022
https://doi.org/10.21764/maeuefd.768252

Abstract

In this study, it is aimed to determine the errors made by eighth grade students while solving non-routine problems. For this purpose, an exploratory sequential mixed method design was adopted in the study. Two questions determined in the context of non-routine problems from TIMSS 2011 and TIMMS 2015 were applied to 181 eighth grade students. Afterwards semi-structured interviews were conducted with 15 students in order to examine the errors made by the students in detail, and these interviews were recorded by video. Spearman correlation coefficient and chi-square test were used in the analysis of the quantitative data. Qualitative data were analyzed by descriptive analysis technique. According to the results of the study, it was determined that the errors students make while solving non-routine problems differ significantly according to their mathematics achievements. It is another result that these errors are grouped under the categories of reading, comprehension, transformation, process skills, encoding, control and personal errors. According to the results, it is suggested that students should gain the habit of controlling problem solutions, while doing this, controlling not only the processes but also the understanding and planning of the problem.

References

  • Aksoy, N. C., & Yazlik, D. O. (2017). Student errors in fractions and possible causes of these errors. Journal of Education And Training Studies, 5(11), 219-233.
  • Aktaş Polat, S. & Polat, S. (2014). Yabancı turistlerin müşteki “mağdur” olarak müdahil oldukları asayiş suç türlerinin belirlenmesine yönelik bir araştırma. Seyahat ve Otel İşletmeciliği Dergisi, 11(1), 38-57.
  • Altıparmak, K., & Palabıyık, E. (2017). 4. ve 5. sınıf öğrencilerinin ondalık gösterim konusundaki kavram yanılgılarının ve hatalarının tespiti ve analizi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 5(2), 447-470.
  • Birgin, O., & Gürbüz, R. (2009). İlköğretim II. kademe öğrencilerinin rasyonel sayılar konusundaki işlemsel ve kavramsal bilgi düzeylerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 529-550.
  • Bursal, M. (2017). SPSS ile temel veri analizleri. Ankara: Anı Yayıncılık.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (17. baskı.). Ankara: Pegem Akademi.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (2. baskı.). Ankara: Pegem Akademi.
  • Casey, D. P. (1978). Failing students: A strategy of error analysis. Aspects of motivation, 295-306.
  • Charles, L., Lester, F., & O’Daffer, P. (1987). How to evaluate progress in problem solving. NCTM, Reston: Virginia.
  • Chinamasa, E., Nhamburo, V. & Sithole, M. (2014). Analysis of students' errors on linear programming at secondary school level: implications for instruction. Zimbabwe Journal o f Educational Research, 26(1), 54-72.
  • Clarkson, P. (1983). Types of errors made by Papua New Guinean students. Educational Studies in Mathematics, 14(4), 355-367.
  • Clements, M. K. (1980). Analyzing children's errors on written mathematical tasks. Educational Studies In Mathematics, 11(1), 1-21.
  • Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. (M. Bütün ve S. B. Demir çev. ed.). Ankara: Eğiten Kitap. (Çalışmanın orijinali 2014’te yayımlanmıştır).
  • Csaky, A., Szabova, E., & Naštická, Z. (2015). Analysis of Errors in Student Solutions of Context-Based Mathematical Tasks. Acta Mathematica Nitriensia, 1(1), 68-75.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları (2.baskı). Ankara: Pegem Akademi.
  • Ekwueme, C. O., & Ali, A. (2012). Process error and students' academic achievement in senior secondary certificate examination in mathematics in Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 3(4), 600.
  • Harel, G. (2008). DNR perspective on mathematics curriculum and instruction, Part I: Focus on proving. ZDM, 40(3), 487-500.
  • Idris, N., & Narayanan, L. M. (2011). Error patterns in addition and subtraction of fractions among form two students. Journal of Mathematics Education, 4(2), 35-54.
  • Işık, C., & Kar, T. (2012). An error analysis in division problems in fractions posed by pre-service elementary mathematics teachers. Educational Sciences: Theory and Practice, 12(3), 2303-2309.
  • Jha, S. K. (2012). Mathematics performance of primary school students in Assam (India): An analysis using Newman procedure. International Journal of Computer Applications in Engineering Sciences, 2(1), 17-21.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5. Baskı). Ankara: Asil Yayın Dağıtım.
  • Kılıç, A. (2009). İlköğretim 4. Sınıf öğrencilerinin rutin olmayan problem çözümlerinde karşılaştıkları zorluklarının incelenmesi (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kingsdorf, S., & Krawec, J. (2014). Error analysis of mathematical word problem solving across students with and without learning disabilities. Learning Disabilities Research & Practice, 29(2), 66-74.
  • Kocaoğlu, T. & Yenilmez, K., (2010). Beşinci sınıf öğrencilerinin kesir problemlerinde yaptıkları hatalar ve kavram yanılgıları. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 14, 71-85.
  • Kolovou, A. (2011). Mathematical problem solving in primary school. Doctoral dissertation. Utrecht University: Freudenthal Institute for Science and Mathematics Education, Utrecht.
  • Krulik, S., & Rudnick, J. A. (1988). Problem solving: a handbook for elementary school teachers. Massachhusetts: Allyn and Bacon.
  • Lambdin, D. V. (2003). Benefits of teaching through problem solving. Teaching Mathematics Through Problem Solving: Grades PreK, 6, 3-14.
  • London, R. (1993). A curriculum of nonroutine problems. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
  • Mabilangan, R.A., Limjap A.A. & Belecina, R.R. (2011). Problem solving strategies of high school students on nonroutine problems: a case study. Alipato, 5, 23-46.
  • Makonye, J. P. (2011). Learner mathematical errors in introductory differential calculus tasks: A study of misconceptions in the senior school certificate examinations (Unpublished doctoral dissertation). University of Johannesburg: Johannesburg.
  • Makonye, J. (2016). Mathematıcs learner error analysıs protocol. Association for Mathematics Education of South Africa, 1, 314-323.
  • Makonye, J. P., & Khanyile, D. W. (2015). Probing grade 10 students about their mathematical errors on simplifying algebraic fractions. Research in Education, 94(1), 55-70.
  • Martinez, M. E. (1998). What is problem solving? The Phi Delta Kappan, 79(8), 605-609.
  • Memnun, D. S. (2014). Beşinci ve altıncı sınıf öğrencilerinin sözel problemleri çözme konusundaki yetersizlikleri ve problem çözümlerindeki hataları. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 5(2), 158-175.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.). California: SAGE.
  • Movshovitz-Hadar, N., Zaslavsky, O., & Inbar, S. (1987). An empirical classification model for errors in high school mathematics. Journal For Research In Mathematics Education, 18(1), 3-14.
  • Nesher, P. (1987). Towards an instructional theory: The role of student's misconceptions. For The Learning Of Mathematics, 7(3), 33-40.
  • Newman, M. A. (1977). An analysis of sixth-grade pupils' errors on written mathematicaI tasks. In M. A. Clements, and J. Foyster (eds.), Research in Mathematics Education in Australia, Melbourne, 1,239-258.
  • Oflaz, G. (2018, Nisan). Sekizinci sınıf öğrencilerinin rutin olmayan problemleri çözerken yaptıkları hataların analizi. 17.Uluslararası Sınıf Öğretmenliği Sempozyumu’nda sunulan bildiri, Kızılcahamam, Ankara.
  • Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia-Social and Behavioral Sciences, 116, 3169-3174.
  • Piaget, J. (1970). Structuralism. New York: Basic.
  • Polya, G. (1973). How to solve it. Princeton: Princeton University Press.
  • Prakitipong, N., & Nakamura, S. (2006). Analysis of mathematics performance of grade five students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9(1), 111-122.
  • Radatz, H. (1979). Error analysis in mathematics education. Journal For Research In Mathematics Education, 163-172.
  • Radatz, H. (1980). Students' errors in the mathematical learning process: a survey. For The Learning of Mathematics, 1(1), 16-20.
  • Rafi, I., & Retnawati, H. (2018). What are the common errors made by students in solving logarithm problems? Journal of Physics: Conference Series (Vol. 1097, No. 1, p. 012157): IOP Publishing.
  • Santoso, D. A., Farid, A., & Ulum, B. (2017, June). Error analysis of students working about word problem of linear program with NEA procedure. In Journal of Physics: Conference Series (Vol. 855, No. 1, p. 012043): IOP Publishing.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.) Handbook Of Research On Mathematics Teaching And Learning. New York: Macmillan.
  • Seng, L. K., (2010). An error analysis of Form 2 (Grade 7) students in simplifying algebraic expressions: A descriptive study. Electronic Journal of Research in Educational Psychology, 8(1), 139-162.
  • Singh, P., Rahman, A. A., & Hoon, T. S. (2010). The newman procedure for analyzing primary four pupils errors on written mathematical tasks: A Malaysian perspective. Procedia-Social and Behavioral Sciences, 8, 264-271.
  • Skemp, R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.
  • Smith III, J. P., Disessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal Of The Learning Sciences, 3(2), 115-163.
  • Stanic, G. & Kilpatrick, J. (1989). Historical perspectives on problem solving in the mathematics curriculum. In R. Charles & E. Silver (Eds.), The teaching and assessing of mathe matical problem solving (pp. 1-22). Reston, VA: National Council of Teachers of Mathematics.
  • Şandır, H., Ubuz, B., & Argün, Z. (2007). 9. sınıf öğrencilerinin aritmetik işlemler, sıralama, denklem ve eşitsizlik çözümlerindeki hataları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 274-281.
  • TIMSS, (2011). https://pisavetimsssinavlari.files.wordpress.com/2014/11/timss2011_8-sinif_matematik_sorulari.pdf sayfasından erişilmiştir.
  • TIMSS, (2015). http://timss.meb.gov.tr/wp-content/uploads/TIMSS_2015_Aciklanan_sorular.pdf sayfasından erişilmiştir.
  • Tong, D. H., & Loc, N. P. (2017). Students’errors in solving mathematical word problems and theır ability in identifying errors in wrong solutions. European Journal of Education Studies, 3(6), 226-241.
  • Trance, N. J. C. (2013). Process ınquiry: Analysis of oral problem-solving skills in mathematics of engineering students. Online Submission, 3(2), 73-82.
  • Tuluk, G. (2014). Sınıf öğretmeni adaylarının nokta, çizgi, yüzey ve uzay bilgileri ve çoklu temsilleri. Kastamonu Eğitim Dergisi, 22(1), 361-384.
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  • White, A. L. (2005). Active mathematics in classrooms: Finding out why children make mistakes–and then doing something to help them. Square one, 15(4), 15-19.
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  • Yılmaz, Z., & Yenilmez, K. (2008). İlköğretim 7. ve 8. sınıf öğrencilerinin ondalık sayılar konusundaki kavram yanılgıları (Uşak ili örneği). Afyon Kocatepe Üniversitesi Fen Ve Mühendislik Bilimleri Dergisi, 8(1), 269-289.
  • Yusof, J., & Langkan, J. (2016). Word problems ınvolving fractions: a case of year 5 pupils in Brunei Darussalam. Paper presented in 6th International Conference on Language, Education, and Innovation.

SEKİZİNCİ SINIF ÖĞRENCİLERİNİN RUTİN OLMAYAN PROBLEM ÇÖZÜMLERİNE YÖNELİK HATA ANALİZİ

Year 2022, Issue: 62, 1 - 41, 01.05.2022
https://doi.org/10.21764/maeuefd.768252

Abstract

Bu çalışmada sekizinci sınıf öğrencilerinin rutin olmayan problemleri çözerken yaptıkları hataların belirlenmesi amaçlanmaktadır. Bu amaçla çalışmada açımlayıcı sıralı karma yöntem deseni benimsenmiştir. TIMMS 2011 ve 2015 sınavlarından rutin olmayan problem bağlamında belirlenen iki soru 181 sekizinci sınıf öğrencisine uygulanmıştır. Daha sonra öğrencilerin yaptıkları hataların detaylı incelenmesi için 15 öğrenci ile de yarı yapılandırılmış görüşme gerçekleştirilmiş ve bu görüşmeler video ile kayıt altına alınmıştır. Elde edilen nicel verilerin analizinde Spearman korelasyon katsayısı ve ki-kare uygunluk testi yapılmıştır. Nitel veriler ise betimsel analiz tekniği ile çözümlenmiştir. Çalışmanın sonuçlarına göre öğrencilerin rutin olmayan problemleri çözerken yaptıkları hataların matematik başarılarına göre anlamlı derecede farklılaştığı belirlenmiştir. Bu hataların okuma, kavrama, dönüştürme, süreç yeterlilikleri, deşifre etme, kontrol ve kişisel hatalar kategori altında toplandığı da ulaşılan bir diğer sonuçtur. Ulaşılan sonuçlara göre öğrencilerin problem çözümlerini kontrol etme alışkanlığı kazanmaları, bunu yaparken sadece işlemlerin değil problemin anlaşılması ve planlanması aşamalarının da kontrol edilmesinin sağlanması önerilmektedir.

References

  • Aksoy, N. C., & Yazlik, D. O. (2017). Student errors in fractions and possible causes of these errors. Journal of Education And Training Studies, 5(11), 219-233.
  • Aktaş Polat, S. & Polat, S. (2014). Yabancı turistlerin müşteki “mağdur” olarak müdahil oldukları asayiş suç türlerinin belirlenmesine yönelik bir araştırma. Seyahat ve Otel İşletmeciliği Dergisi, 11(1), 38-57.
  • Altıparmak, K., & Palabıyık, E. (2017). 4. ve 5. sınıf öğrencilerinin ondalık gösterim konusundaki kavram yanılgılarının ve hatalarının tespiti ve analizi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 5(2), 447-470.
  • Birgin, O., & Gürbüz, R. (2009). İlköğretim II. kademe öğrencilerinin rasyonel sayılar konusundaki işlemsel ve kavramsal bilgi düzeylerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 529-550.
  • Bursal, M. (2017). SPSS ile temel veri analizleri. Ankara: Anı Yayıncılık.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (17. baskı.). Ankara: Pegem Akademi.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (2. baskı.). Ankara: Pegem Akademi.
  • Casey, D. P. (1978). Failing students: A strategy of error analysis. Aspects of motivation, 295-306.
  • Charles, L., Lester, F., & O’Daffer, P. (1987). How to evaluate progress in problem solving. NCTM, Reston: Virginia.
  • Chinamasa, E., Nhamburo, V. & Sithole, M. (2014). Analysis of students' errors on linear programming at secondary school level: implications for instruction. Zimbabwe Journal o f Educational Research, 26(1), 54-72.
  • Clarkson, P. (1983). Types of errors made by Papua New Guinean students. Educational Studies in Mathematics, 14(4), 355-367.
  • Clements, M. K. (1980). Analyzing children's errors on written mathematical tasks. Educational Studies In Mathematics, 11(1), 1-21.
  • Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. (M. Bütün ve S. B. Demir çev. ed.). Ankara: Eğiten Kitap. (Çalışmanın orijinali 2014’te yayımlanmıştır).
  • Csaky, A., Szabova, E., & Naštická, Z. (2015). Analysis of Errors in Student Solutions of Context-Based Mathematical Tasks. Acta Mathematica Nitriensia, 1(1), 68-75.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları (2.baskı). Ankara: Pegem Akademi.
  • Ekwueme, C. O., & Ali, A. (2012). Process error and students' academic achievement in senior secondary certificate examination in mathematics in Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 3(4), 600.
  • Harel, G. (2008). DNR perspective on mathematics curriculum and instruction, Part I: Focus on proving. ZDM, 40(3), 487-500.
  • Idris, N., & Narayanan, L. M. (2011). Error patterns in addition and subtraction of fractions among form two students. Journal of Mathematics Education, 4(2), 35-54.
  • Işık, C., & Kar, T. (2012). An error analysis in division problems in fractions posed by pre-service elementary mathematics teachers. Educational Sciences: Theory and Practice, 12(3), 2303-2309.
  • Jha, S. K. (2012). Mathematics performance of primary school students in Assam (India): An analysis using Newman procedure. International Journal of Computer Applications in Engineering Sciences, 2(1), 17-21.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5. Baskı). Ankara: Asil Yayın Dağıtım.
  • Kılıç, A. (2009). İlköğretim 4. Sınıf öğrencilerinin rutin olmayan problem çözümlerinde karşılaştıkları zorluklarının incelenmesi (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kingsdorf, S., & Krawec, J. (2014). Error analysis of mathematical word problem solving across students with and without learning disabilities. Learning Disabilities Research & Practice, 29(2), 66-74.
  • Kocaoğlu, T. & Yenilmez, K., (2010). Beşinci sınıf öğrencilerinin kesir problemlerinde yaptıkları hatalar ve kavram yanılgıları. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 14, 71-85.
  • Kolovou, A. (2011). Mathematical problem solving in primary school. Doctoral dissertation. Utrecht University: Freudenthal Institute for Science and Mathematics Education, Utrecht.
  • Krulik, S., & Rudnick, J. A. (1988). Problem solving: a handbook for elementary school teachers. Massachhusetts: Allyn and Bacon.
  • Lambdin, D. V. (2003). Benefits of teaching through problem solving. Teaching Mathematics Through Problem Solving: Grades PreK, 6, 3-14.
  • London, R. (1993). A curriculum of nonroutine problems. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
  • Mabilangan, R.A., Limjap A.A. & Belecina, R.R. (2011). Problem solving strategies of high school students on nonroutine problems: a case study. Alipato, 5, 23-46.
  • Makonye, J. P. (2011). Learner mathematical errors in introductory differential calculus tasks: A study of misconceptions in the senior school certificate examinations (Unpublished doctoral dissertation). University of Johannesburg: Johannesburg.
  • Makonye, J. (2016). Mathematıcs learner error analysıs protocol. Association for Mathematics Education of South Africa, 1, 314-323.
  • Makonye, J. P., & Khanyile, D. W. (2015). Probing grade 10 students about their mathematical errors on simplifying algebraic fractions. Research in Education, 94(1), 55-70.
  • Martinez, M. E. (1998). What is problem solving? The Phi Delta Kappan, 79(8), 605-609.
  • Memnun, D. S. (2014). Beşinci ve altıncı sınıf öğrencilerinin sözel problemleri çözme konusundaki yetersizlikleri ve problem çözümlerindeki hataları. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 5(2), 158-175.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.). California: SAGE.
  • Movshovitz-Hadar, N., Zaslavsky, O., & Inbar, S. (1987). An empirical classification model for errors in high school mathematics. Journal For Research In Mathematics Education, 18(1), 3-14.
  • Nesher, P. (1987). Towards an instructional theory: The role of student's misconceptions. For The Learning Of Mathematics, 7(3), 33-40.
  • Newman, M. A. (1977). An analysis of sixth-grade pupils' errors on written mathematicaI tasks. In M. A. Clements, and J. Foyster (eds.), Research in Mathematics Education in Australia, Melbourne, 1,239-258.
  • Oflaz, G. (2018, Nisan). Sekizinci sınıf öğrencilerinin rutin olmayan problemleri çözerken yaptıkları hataların analizi. 17.Uluslararası Sınıf Öğretmenliği Sempozyumu’nda sunulan bildiri, Kızılcahamam, Ankara.
  • Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia-Social and Behavioral Sciences, 116, 3169-3174.
  • Piaget, J. (1970). Structuralism. New York: Basic.
  • Polya, G. (1973). How to solve it. Princeton: Princeton University Press.
  • Prakitipong, N., & Nakamura, S. (2006). Analysis of mathematics performance of grade five students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9(1), 111-122.
  • Radatz, H. (1979). Error analysis in mathematics education. Journal For Research In Mathematics Education, 163-172.
  • Radatz, H. (1980). Students' errors in the mathematical learning process: a survey. For The Learning of Mathematics, 1(1), 16-20.
  • Rafi, I., & Retnawati, H. (2018). What are the common errors made by students in solving logarithm problems? Journal of Physics: Conference Series (Vol. 1097, No. 1, p. 012157): IOP Publishing.
  • Santoso, D. A., Farid, A., & Ulum, B. (2017, June). Error analysis of students working about word problem of linear program with NEA procedure. In Journal of Physics: Conference Series (Vol. 855, No. 1, p. 012043): IOP Publishing.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.) Handbook Of Research On Mathematics Teaching And Learning. New York: Macmillan.
  • Seng, L. K., (2010). An error analysis of Form 2 (Grade 7) students in simplifying algebraic expressions: A descriptive study. Electronic Journal of Research in Educational Psychology, 8(1), 139-162.
  • Singh, P., Rahman, A. A., & Hoon, T. S. (2010). The newman procedure for analyzing primary four pupils errors on written mathematical tasks: A Malaysian perspective. Procedia-Social and Behavioral Sciences, 8, 264-271.
  • Skemp, R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.
  • Smith III, J. P., Disessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal Of The Learning Sciences, 3(2), 115-163.
  • Stanic, G. & Kilpatrick, J. (1989). Historical perspectives on problem solving in the mathematics curriculum. In R. Charles & E. Silver (Eds.), The teaching and assessing of mathe matical problem solving (pp. 1-22). Reston, VA: National Council of Teachers of Mathematics.
  • Şandır, H., Ubuz, B., & Argün, Z. (2007). 9. sınıf öğrencilerinin aritmetik işlemler, sıralama, denklem ve eşitsizlik çözümlerindeki hataları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 274-281.
  • TIMSS, (2011). https://pisavetimsssinavlari.files.wordpress.com/2014/11/timss2011_8-sinif_matematik_sorulari.pdf sayfasından erişilmiştir.
  • TIMSS, (2015). http://timss.meb.gov.tr/wp-content/uploads/TIMSS_2015_Aciklanan_sorular.pdf sayfasından erişilmiştir.
  • Tong, D. H., & Loc, N. P. (2017). Students’errors in solving mathematical word problems and theır ability in identifying errors in wrong solutions. European Journal of Education Studies, 3(6), 226-241.
  • Trance, N. J. C. (2013). Process ınquiry: Analysis of oral problem-solving skills in mathematics of engineering students. Online Submission, 3(2), 73-82.
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There are 66 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Gülçin Oflaz

Kübra Polat

Publication Date May 1, 2022
Submission Date July 13, 2020
Published in Issue Year 2022 Issue: 62

Cite

APA Oflaz, G., & Polat, K. (2022). SEKİZİNCİ SINIF ÖĞRENCİLERİNİN RUTİN OLMAYAN PROBLEM ÇÖZÜMLERİNE YÖNELİK HATA ANALİZİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(62), 1-41. https://doi.org/10.21764/maeuefd.768252