基于纽曼学习兴趣和性别理论的学生问题解决错误分析

A. M. Annizar, Dewi Fatma Kumala
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引用次数: 0

摘要

学生在解决数学问题时经常出现错误,尤其是在面对情境故事问题时。Newman的程序性错误分析将解决的故事问题中的错误分为五类:阅读错误、编码错误、转换错误、理解错误和处理技巧错误。学生在解决问题时产生的错误有几个因素,如学生的学习兴趣和性别差异。本研究的目的是描述对学习解决SPLTV上的故事问题有高、中、低兴趣的男女学生的问题解决错误。根据纽曼氏程序。研究类型为定性与描述性相结合的方法。研究对象采用有目的抽样法。本研究的结果包括:1)学习兴趣高的学生犯编码错误、加工技能错误,学习兴趣低的学生犯加工技能错误、转换错误和编码错误。2)学习兴趣高的学生犯编码错误和加工技能错误。低兴趣学生出现理解错误、编码错误、加工技能错误和转换错误。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analysis of student problem-solving errors based on Newman's theory in terms of learning interest and gender
Errors often occurred when students solve mathematical problems solving, exceedingly when students are faced with contextual story problems. Newman's procedural error analysis classified errors in solved story problems into five categories: reading errors, encoding errors, transformation errors, comprehension errors, and processing skill errors. There were several factors on errors worked by students when solving problems, such as student interest in learning and gender differences. This study aims to describe the problem-solving errors of students, both men, and women, who have high, medium, and low interest in learning to solve story problems on SPLTV material. According to the Newman’s procedure. The research type is a qualitative approach with descriptive. And the research subjects were obtained by using a purposive sampling technique. The results of this study include 1) Students of high interest in learning and are making Encoding Errors, and Processing Skill Errors, while students with low interest in learning make Processing Skill Errors, Transformation Errors, and Encoding Errors. 2) Students with a great interest in learning and making encoding errors and processing skills errors. Students with low interest made Comprehension Errors, Encoding Errors, Processing Skill errors, and Transformation Errors.
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