CHAPTER 1

RESEARCH PROBLEM
1.1 INTRODUCTION
The aim for the study is to find out the causes of mathematical errors and
classification of errors made by students of 3 Arif in solving mathematical word
problems. The causes will then be analyzed based on Newman Error Analysis (1973,
1983) who identified the sequence of steps used to classify errors. The classification of
error is analysed based on other factors including student's attitude, careless mistakes, and
lack of focus, motivation and interest in solving mathematical problems in general.
Mathematics evolves as the world goes. The evolution of mathematics might be seen
as an ever-increasing series of abstractions. The process of teaching and learning
mathematics in Kurikulum Bersepadu Sekolah Rendah (KBSR) and Kurikulum Standard
Sekolah Rendah (KSSR) must be properly planned and executed in order to cultivate
interest and passion in mathematics among primary school children. The varying
experience, ability, interest, style and passion needs to be taken into consideration when
planning the curriculum. The goal of primary school mathematics education is to produce
students who are skilled in numerical concept and the basics of arithmetic (Kementerian
Pendidikan Malaysia, 1995). Therefore, the curriculum focuses on basic arithmetic skills
(addition, subtraction, multiplication & division). Emphasis is also given to critical
thinking skills by including problem solving skills into the curriculum of mathematics.
Many educators believe that problem solving is an important part in learning
Mathematics (Kroll & Miller, 1993). Therefore, educators focus on producing students
who are skilled in resolving problems (Farivar & Webb, 1994). There are quite a few
numbers of problems solving model often used in teaching mathematics, including
Lester's Model (1975), Mayer's Model (1983), Polya's Model (1973) and Schoenfield's
Model (1985). Polya's model has been used in KBSM and KBSR (currently KSSR,
starting from 2011)

According to Noor Shah Saad (2005, 182), Polya's Model is a problem solving model
devised by George Polya. George Polya has introduced a problem-solving model in his
book "How to Solve It" focusing on an interesting technique in problem-solving which
involves a four-phase hierarchy
The teaching and learning of mathematics in school often focuses on understanding
of concept and ability to solve mathematical problems. However, some question the
approach, being concerned that it does not train the student to apply the concept in real
world. Educators are now faced with the challenge of devising a more effective strategy
to help students overcome their weaknesses especially in problem solving, together with
cultivating renewed interest in mathematics.
Apart from that, the Newman Error Analysis (1983) is often used to help students to
solve mathematical word problems. There are five steps involved in the process namely:i)

Reading

ii) Comprehension
iii) Transformation
iv) Process skill
v) Encoding
Based on this method, educators can identify student's individual problem whether he
has problem in understanding, transforming, process skills, encoding or simply a
computational error.
1.2 RESEARCH BACKGROUND
Mathematics is the basic knowledge needed to train minds to think systematically in
solving problems and making decisions. Even mathematics is required in our daily lives,
regardless of educational background and social life. The benefit of mathematics is not
only limited to knowledge in computation, but more important, when each individual can
master mathematics well, then their pattern of thinking is more rational and critical. The

principles of mathematics enable people to see the problems as facts not as fiction.
Problem solving is often the goal in any topics in mathematics because students should be
able to master the skills interpreting problems, planning solutions strategy,
implementation of plan and rechecking of answers over the time, thus acquiring the
ability to apply various strategies in solving problems in different context.
According to Krulik and Rudnick (1996), problem solving is a complex process. It
contains a series of tasks and thinking process which are closely related to help form a set
of heuristic or pattern. It became a set of questions and answers that will help students
solve mathematical problems. Heuristic are strategies that can be applied to all class of
problems.
There are a few problem-solving models often used in teaching mathematics
such as Lester's Model (1975), Mayer's Model (1983), Polya's Model (1973) and
Schoenfeld's Model (1985). Polya's Model is a method used in schools in teaching and
learning mathematics under the Kurikulum Bersepadu Sekolah Menengah (KBSM) and
Kurikulum Bersepadu Sekolah Rendah [KBSR - which later became Kurikulum Standard
Sekolah Rendah (KSSR)]
According to Noor Shah Saad (2005, 182), Polya's Model is a problem solving
model devised by George Polya. George Polya has introduced a problem-solving model
in his book "How to Solve It" focusing on an interesting technique in problem-solving.
The model consists of four main phase namely
i)

understanding a problem;

ii) devising a plan;

iii) implementation of plan, and;
iv) rechecking the answer.
Written or context-based mathematical problem is an important component in KBSR
mathematics curriculum. This is proven based in the component of the mathematics paper

in Ujian Pencapaian Sekolah Rendah (UPSR) 2008 in which 70% consists of

mathematical word problems (Lembaga Peperiksaan Kementerian Pendidikan Malaysia
[LPKPM], 2008). Studies shows that primary school children often have trouble solving
mathematical word problem although most of them have acquired the process skills
(Mokhtar et al., 2001; Third International Mathematics and Science Study [TIMSS],
1999; Fatimah, 1999; Hassan, 1998; Mohd. Daud et al., 1997).
This phenomenon correlates with similar research from other countries such as in
Verschaffel et al. (1999), Bransford et al. (1996), and Hegarty et al. (1995). They all
agreed that younger students often found mathematical word problems difficult and
sometimes incomprehensible. Among the factors identified for being the contributor of
such opinion is difficulty in understanding what they read, unable to read, unable to
translate sentences into symbols and does not know the skills and operations required to
solve the problems. Therefore, educators have to devise a method to overcome this
problem. First, educators need to identify the problem, then to develop proper method or
strategies to help students learn problem solving in a positive way.

1.3 PROBLEM STATEMENT

Problem solving is an important component of mathematics education because of its
practical role to the individual and society and how it relates to daily experiences and
situation. Problem solving is the goal of each topic in mathematics as it encompasses
skills and functions which are an important part of everyday life such as thinking skills,
basic understanding of a concept, deduction of problems, operation, data structuring,
using various concept of mathematics and logical revising. Baretta-Lorton (1997) said
that solving written mathematical problems require higher level of thinking. It also
required comprehension and understanding or instructions and computational process.
Sometimes, although the students understand the concept, mistakes are committed. These
mistakes are often caused by careless computational mistakes or data analysis. In this
research, the causes and classes of mistakes committed will be analysed to find out the

reason behind it.

1.4 PURPOSE OF THE RESEARCH
The purpose of this research is to identify the factors that caused students to
make mistakes while solving mathematical word problems. This research will analyse the
causes of errors based on Newman Error Analysis procedure. The classification of errors
will also be analysed. The focus of this research will be on the four basic operation of
arithmetic, namely addition, subtraction, multiplication and division.
According to Newman (1977, 1983), to solve a mathematical word problem, it
must go through the four processes in the hierarchy namely:1) Reading
Students are to read the given problem. If a student does not know how to read, it
will be difficult for them to solve the word problem.
2) Comprehension
After reading the given problem, students must be able to understand what they read.
What is required in the question? What information is provided in the question?
3) Transformation
Carrying out a transformation from the words of the problem to the selection of an
appropriate mathematical strategy
4) Process Skills
Applying the process skills demanded by the selected strategy
5) Encoding
Encoding the answer in acceptable written form.

1.5 OBJECTIVE OF RESEARCH

The research aims to find out the causes of common mathematical errors in
solving mathematical word problems, especially

Identifying causes of mathematical errors using the Newman Error Analysis

Identifying causes of algorithm errors in solving mathematical word problems

Identifying students' attitudes towards mathematics especially in solving

mathematical word problems.

1.6 QUESTIONS PERTAINING TO THE RESEARCH

Based on the abovementioned research, the finding shall answer the following
questions

What are the causes of errors made by students of 3 Arif in solving

mathematical word problems?

What are the categories of algorithm errors made by the students in solving
mathematical word problems?

What are the attitudes of the students towards mathematics especially in

solving mathematical word problems?

1.7 IMPORTANCE OF RESEARCH

Problem solving is a skill that must be acquired and mastered by all especially
teachers in order to facilitate and improve teaching methods. A special focus in remedial
aspects will benefit students psychologically and help motivate them to learn more
effectively. The research will diagnose the problems faced by students in Level One
(Tahap 1) in solving mathematical words problem. Having identified the weaknesses in
early stages will help teachers plan remedial activities to avoid further difficulties which
might hamper progress especially in learning mathematics. After mastering the skill, they
will have better opinion on the subject, cultivate interest, gain confidence and became

more motivated to learn mathematics (Jemaah Nazir Institusi Pendidikan, 1996).

Understanding and solving mathematical words problem require skills such as
comprehension of language and situation, ability to form proper sentences and carry out
computation. Therefore, a research on the ability of children to solve simple mathematical
word problems will benefit their ability to solve more complex problems.
1.8 LIMITATION OF RESEARCH
The research is limited to these factors:

The research involved 10 students of 3 Arif, Sekolah Kebangsaan Paya

Rumput Melaka, chosen randomly.

The purpose of this research is to identify the causes of errors and the
classification of errors in solving mathematical word problems among the
students of 3 Arif only.

The researcher does not take into account the background of the families,
environment and physical disabilities that might be related to the errors made
by students in solving mathematical word problems.

1.9 DEFINITION OF TERMS

Cause - According to Merriam-Webster, cause is something or someone that
produces an effect, result, or condition or something or someone that makes something
happen or exist. In this research, the word cause is used to find out the reason why a
student made an error in solving mathematical word problems.
Classification - classification is to put (someone or something) into a group of
similar people or things: to put (people or things) into categories. In this research, the
errors are categorised so that educators can assess the problem and provide targeted
instruction to correct the errors.
Error - Error is something that is not correct or a wrong action or statement. In this

research, error refers to the mistakes made by the student while solving mathematical
word problems.
Problem solving - identified as the process of finding solutions to difficult or
complex issues based on existing and new knowledge. According to Noraini Idris,
problem solving in mathematics is a learning situation where the objective is fulfilled
through a selection of process and usage of various operations. It is important for students
to master the skill as it is a basic knowledge that they are going to use further in life.
Mathematical word problems - This term is often used to refer to any mathematical
exercise where significant background information on the problem is presented as text
rather than in mathematical notation. As mathematical word problems often involve a
narrative of some sort, they are occasionally also referred to as story problems and may
vary in the amount of language used
1.10

SUMMARY

The chapter is about the background of research, the problem statement, the purpose
of the research, objective of the research, questions pertaining to the research, the
importance and the limitation of the research. The chapter explains the method that will
be used in analyzing the errors and the classification of errors made by students based on
their work and attitude towards mathematics especially in solving mathematical word
problems.