Mathematics Education
Permanent URI for this collection
Browse
Browsing Mathematics Education by Advisor "Krishna Prasad Adhikari"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item Error analysis in proving theorem by secondary level students(2015) Sharma, Jyoti Nath; Krishna Prasad AdhikariABSTRACT This study was carried out to answer the questions i) What sort of errors do students commit in proving theorem and ii) why do students commit such type of errors? The main objectives of the study were to identify the errors committed by students of secondary level in proving theorem and to explore the causes of error committed by students in proving theorem. Qualitative research design was used and Newman’s procedures for analysis and van Hiele theory on levels of thoughts in geometry were considered as theoretical basis of study. All secondary school students of Baglung district studying in academic year 2070 constituted population of study. Two public schools were selected purposively. 110 students of those schools were taken to constitute sample for written test. A mini-sample of twenty students was selected purposively for interview. As research tools written test and two interview schedules were used. Written test consist 6 theorems from geometry of grade IX text book. Reliability of test was evaluated by piloting it up to 50 students of grade IX and was found to be 0.94. Validity was constructed by following content points to select question and by judgment of supervisor. Interview schedule (on Newman’s procedure) consists five questions. Interview schedule (on van Hiele levels of thinking) consists question from three domains under geometry, corresponding to first four van Hiele levels. The data were collected from answer sheet and responses to interview. The data collected from answer sheets were classified into five categories as described by Newman’s and frequency of each type of error was tabulated. From the interview (on Newman procedures and van Hiele levels of thoughts) were analyzed qualitatively by interpreting responses to find the causes of committing errors. The total number of errors committed by the students was 86. These errors were identified by checking out the answer copies of the test and interview with the students. Of all the students more than two third made either comprehension or process skill or transformation level. They were 87% of the total error. Comprehension errors were made because of lack of proper understanding of geometric terminologies and less skill to draw geometric figures representing theorems. Students committed transformation error because they could not transform the language in mathematical term and use appropriate strategy to prove the theorem. Process skill error were made because of insufficient knowledge of definitions, axiom, postulate and already proved theorem and less skill to apply them in unfamiliar situation. It was found that the causes of committed errors were poor background knowledge on geometry, problem on understanding in teaching new concepts, facts, relation or skill to students and failing student to reprocess geometrical terms definition, axiom, postulations and already proved statement that are needed to prove. Student did not sufficient experiences and prerequisites knowledge at lower levels to encounter formal study of geometry at secondary level was the main causes of committing errors in proving theorem.Item Girls participation in optional mathematics in Chitwan district(2015) Neupane, Pratima; Krishna Prasad AdhikariAvailable in fulltextItem Mathematics learning environment at high achiever and low achiever higher secondary school(2015) Yadav, Surendra Kumar; Krishna Prasad AdhikariAvailable in fulltextItem Problems faced by Tharu children in mathematics classroom(2015) Ghimire, Bishwas; Krishna Prasad AdhikariAvailable in full text