Abstract:
Teachers were always confronted with students experiencing difficulties with word problems. This paper attempts to reveal the error committed by third year high school students in solving word problems in Geometry using the Newman's Error Analysis, which are classified as Reading Error, Comprehension Error, Transformation Error, Processing Error and Encoding Error. Rather than giving students 'more of the same' involving increased drill and practice and hoping that students would overcome whatever difficulty they are having, Newman's Error Analysis provides a framework for considering the reasons that underlie the difficulties and a process that assist teachers to determine where misunderstandings occur and where to target effective teaching strategies to overcome them.
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