Error Analysis on Verbal Problem of Mathematics

Abstract

The objective of this study was to analyze the patterns of errors committed by the primary level students while solving verbal problems of Mathematics. The purpose of this study was to identify and analyze the errors on the basis of Newman theoretical framework and as well as compare the error made by students according to school type and in knowledge, skill application and problem solving level of arithmetic to recommend some remedial measure to minimize such error in verbal problem. The sample in this study consisted of 40 students from four school of Kanchanpur district. A test consisting of 10 problems from grade IV students were administered to the sampled students to collect the required data. The collected answer sheets of the students were checked and errors on these were identified on the basis of Newman technique of analyzing error. The identified errors were classified according to Newman which were reading errors, comprehension error, transformation error, process skill error and encoding errors, with comparing school and question level. The study revealed that students have committed number of error in solving verbal problem in Mathematics. This study also revealed that the frequencies of error were dense in comprehension part and transformation error as in Newman theory of analyzing errors. The study showed that less errors were committed by Institutional school then public school. It also revealed that the student committed more error in skill and application level while solving verbal problem in arithmetic.