An error analysis in solving verbal problems on co-ordinate Geometry
| dc.contributor.advisor | Bed Raj Acharya | |
| dc.contributor.author | Jha, Bimalesh Kumar | |
| dc.date.accessioned | 2024-11-28T09:38:03Z | |
| dc.date.available | 2024-11-28T09:38:03Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | ABSTRACT Without making any errors none of learners can learn. Some commit more errors while some commit less. In the process of learning mathematics, students make many errors as it is one of the most difficult subjects. Most of the students feel mathematics a difficult subject which is reflected by their final score in SLC. Errors made by students should be identified by the teacher to minimize it as possible. It is their duty. Here, the present study was concerned with error analysis. This study was carried out in grade X of four schools in Dhanusha district. The study of error had been done in co-ordinate geometry of grade ten optional mathematics. The purposes of the study were to identify the errors committed by the students of grade X of Dhanusha district in co-ordinate geometry and to find the causes of errors committed by the students. One hundred twenty students were taken as a sample from four schools. Among them, sixty were girls and sixty were boys. Two types of data collection tools were used for this study. The first one was achievement test (problem solving) and second was interview schedule. Furthermore, the interview schedule was categorized into two i.e. interview schedule for the sample students and interview schedule with related mathematics teachers. Different types of questions were included in the problem solving test. The error found in problem solving test were analyzed on the basis of Newman technique of error analysis. Those errors were collected by checking answer sheet and by taking interview with the students because it was impossible to find reading and comprehension error without interview. The second purpose of the study was to find out the causes of error in solving verbal problems on co-ordinate geometry for this interview was conducted on mini- sample of twenty students, which were selected from one hundred twenty sample students. And another interview was conducted to the sample teachers. It was concluded that the students commit errors from the beginning (reading level) to the deduction of result (encoding level). The concentration of errors was seen on the process level. The students have difficulty with reading because they found it hard to establish a context for a particular text to predict the meaning of the text and anticipate words that are likely to occur within it. The students who have difficulty with comprehension are due to monotonous environment of the classroom, due to lack of knowledge of technical terms in mathematics. The students who have difficulty with transformation are due to lack of discussion in classroom. The students who have difficulty with process are due to mix up rules because they do not really have rational understanding of what are they doing. Encoding errors are due to lack of regular practice of mathematical problems. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14540/23278 | |
| dc.language.iso | en_US | |
| dc.subject | Error analysis | |
| dc.subject | Mathematics education | |
| dc.title | An error analysis in solving verbal problems on co-ordinate Geometry | |
| dc.type | Thesis | |
| local.academic.level | Masters | |
| local.institute.title | Central Department of Mathematics |