Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class

A slow learner whose IQ is between 71 and 89 will have difficulties in solving mathematics problems that often lead to errors. The errors could be analyzed to where the errors may occur and its type. This research is qualitative descriptive which aims to describe the locations, types, and causes of...

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Bibliographic Details
Published in:Journal of physics. Conference series 2018-01, Vol.947 (1), p.12035
Main Authors: Novitasari, N, Lukito, A, Ekawati, R
Format: Article
Language:English
Subjects:
Algorithms
Data collection
Error analysis
Mathematical analysis
Middle schools
Physics
Teachers
Online Access:Get full text
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Summary:A slow learner whose IQ is between 71 and 89 will have difficulties in solving mathematics problems that often lead to errors. The errors could be analyzed to where the errors may occur and its type. This research is qualitative descriptive which aims to describe the locations, types, and causes of slow learner errors in the inclusive junior high school class in solving the fraction problem. The subject of this research is one slow learner of seventh-grade student which was selected through direct observation by the researcher and through discussion with mathematics teacher and special tutor which handles the slow learner students. Data collection methods used in this study are written tasks and semistructured interviews. The collected data was analyzed by Newman's Error Analysis (NEA). Results show that there are four locations of errors, namely comprehension, transformation, process skills, and encoding errors. There are four types of errors, such as concept, principle, algorithm, and counting errors. The results of this error analysis will help teachers to identify the causes of the errors made by the slow learner.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/947/1/012035