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The Structure of Students' Mathematical Errors in Solving Calculus Problems Based on Cognitive Style

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Title: The Structure of Students' Mathematical Errors in Solving Calculus Problems Based on Cognitive Style
Language: English
Authors: In Hi. Abdullah, Hery Suharna, Mustafa AH. Ruhama
Source: International Education Studies. 2024 17(4):25-31.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Error Patterns, Problem Solving, Cognitive Style, Calculus, Mathematics Instruction, Mathematical Concepts, Concept Formation, Undergraduate Students, Foreign Countries
Geographic Terms: Indonesia
ISSN: 1913-9020
1913-9039
Abstract: The understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don't make any more mistakes when working on math problems. Student errors in solving mathematics problems are (1) errors in connecting concepts, (2) errors in operations and (3) errors in constructing concepts. The problem is what is the structure of students' mathematical misconceptions in solving mathematical problems based on cognitive style. The method in this research, namely an exploratory descriptive approach, aims to determine the structure of students' errors based on cognitive style in solving mathematical problems. Analysis of research data, namely: (1) Data reduction, (2) Data exposure, (3) data triangulation and (4) drawing conclusions. The cognitive styles referred to are field dependent and independent. The conclusions are (1) the structure of conceptual errors with an applied field dependent cognitive style begins with disequilibrating, then solving by linking applicable concepts, and (2) the structure of conceptual errors with a field independent cognitive style begins with disequilibrating, then solving using analyse.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438373
Database: ERIC
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  Data: The Structure of Students' Mathematical Errors in Solving Calculus Problems Based on Cognitive Style
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
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  Data: 1913-9020<br />1913-9039
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  Data: The understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don't make any more mistakes when working on math problems. Student errors in solving mathematics problems are (1) errors in connecting concepts, (2) errors in operations and (3) errors in constructing concepts. The problem is what is the structure of students' mathematical misconceptions in solving mathematical problems based on cognitive style. The method in this research, namely an exploratory descriptive approach, aims to determine the structure of students' errors based on cognitive style in solving mathematical problems. Analysis of research data, namely: (1) Data reduction, (2) Data exposure, (3) data triangulation and (4) drawing conclusions. The cognitive styles referred to are field dependent and independent. The conclusions are (1) the structure of conceptual errors with an applied field dependent cognitive style begins with disequilibrating, then solving by linking applicable concepts, and (2) the structure of conceptual errors with a field independent cognitive style begins with disequilibrating, then solving using analyse.
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      – Text: English
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      Pagination:
        PageCount: 7
        StartPage: 25
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      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Cognitive Style
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      – SubjectFull: Calculus
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Concept Formation
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
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      – TitleFull: The Structure of Students' Mathematical Errors in Solving Calculus Problems Based on Cognitive Style
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              Y: 2024
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