Errors Committed by Class-V Students in Addition and Subtraction

Original Study

Open Access

Peer-reviewed

Errors Committed by Class-V Students in Addition and Subtraction

Chandra Kanta Giri

DIP: 18.02.017/20220703

DOI: 10.25215/2455/0703017

Received: July 27, 2022; Revision Received: August 20, 2022; Accepted: September 30, 2022

Abstract

It is important to know about the types of students’ error in mathematics to take steps at crucial time for improving learning. Hence, the current study aims at identifying the different types of errors committed by the class -V students in mathematics. The data were collected from 25 class -V students by using a criterion-referenced test. The criterion-referenced test contained 41 items on addition and 49 items on subtraction. Reliability was checked by test-retest method. Content validity was checked by a panel of experts. Student’s response sheets were examined on the basis of errors. While performing the task in the tool there were possibility of 25 students committing 1025 errors in addition and 1225 in subtraction. In the current study it is observed that there were 500 errors including 110 errors due to no responses for items in addition and 809 errors including 295 errors due to no responses to items in subtraction. All students’ errors in addition and subtraction were categorised on the basis of error wise symptoms as per previous studies collected from review of literature under the 6 types of errors. These are careless error, factual error, procedural errors, conceptual errors, slips (careless error + factual error) and bugs (procedural error + conceptual error). Slips errors are 26.6% for addition and 18.79% for subtraction which are usually self-corrected by the students and it does not occur due to inherent misunderstanding. So, it is not an issue to the stakeholder but bugs errors are 51.4% for addition and 44.75% for subtraction which are more serious than slips and it occurs due to persistent misconceptions and students need help to overcome these. This finding may help to create awareness to all stakeholders to take necessary steps to improve mathematics learning.

Keywords

The author(s) appreciates all those who participated in the study and helped to facilitate the research process.

The author(s) declared no conflict of interest.

This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.

Responding Author Information

Chandra Kanta Giri @ giri01031984@gmail.com

Errors Committed by Class-V Students in Addition and Subtraction

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Article Overview

ISSN 2455-670X

DIP: 18.02.017/20220703

DOI: 10.25215/2455/0703017

Published in

Volume 07 Issue 3, July– September, 2022

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