Bengkel Analisis Ralat

Newman Terhadap
Penyelesaian Masalah
Matematik

Dr. Koay Chen Yong

IPG Kampus Pulau Pinang
Email: koaycy99@yahoo.com
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 Newman’s Error Analysis
on Mathematical Problem
Solving

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Difficulties in Problem Solving
Unable to read the meaning of
the math question due to lack of
understanding, inadequate past
experience or incorrect math
concepts learned.
Confused with the problem
design.

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Read or calculate wrongly due to
carelessness.
Lack of motivation in problem
solving.
Emphasize only on using
algorithm to solve routine
problems.
One track mind and do not ‘think
out of the box’.
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Using the wrong strategy can
make a simple problem appears
complex.
Confused with the items or
objective of the question.
Lack of prior knowledge and skill
in solving problem.

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Objectives

To identify the patterns of errors or

mistakes that students make in
their work.
To understand why students make
the errors.
To provide targeted instruction to
correct the errors.
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Review of Literature

According to Newman (1977, 1983), a

person wishing to obtain a correct
solution to word problem should
ultimately proceed according to
“hierarchy”.
Failure at any level prevents problem
solvers from obtaining satisfactory
solutions.
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Casey (1978) problem solvers often
return to lower stages of the
hierarchy when attempting to solve
problems. Even if some of the
steps are revisited during problem-
solving process, Newman
hierarchy provides a fundamental
framework for the sequencing of
essential steps.
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According to Clements (1980),
the source of difficulty resides
fundamentally in the question
itself rather than in the
interaction between the
problem solver and the
question.

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According to Newman students need to
go through 5 stages when solving
mathematical word problem.
1. Reading
2. Comprehension
3. Transformation
4. Process Skill
5. Encoding
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Errors can occur due to
carelessness or lack of motivation,
Newman (1983) .
When motivation is lacking,
students normally do not bother to
pay much attention in answering
the questions or may just simply
write down any answer.

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The Newman’s Hierarchy of Error

READING

CARELESSNESS
COMPREHENSION

TRANSFORMATION

PROCESS SKILLS MOTIVATION

ENCODING

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5 stages when solving word problem:
1. Reading
Involve reading the problem.
2. Comprehension
 Comprehend what is read.
3. Transformation
Carry out a mental transformation
from the words of the question to the
selection of an appropriate
mathematical strategy. 13
4. Process Skills
 Apply the process skills demanded
by the selected strategy.
5. Encoding
Encode the answer in an acceptable
written form.

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Figure below shows the stages of solving
a word problem in mathematics.

3. Transformation
2. Comprehension

CONCRETE ABSTRACT 4. Process

Stories in Real Mathematical
Setting Symbols Skills

1. Reading
5. Encoding

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Newton developed a diagnostic
method using interview to
identify the categories of initial
errors when solving the word
problems.

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Diagnostic steps:
1. Students take a test on solving word
problems.
2. Teacher marks students’ answer.
3. Teacher carries out diagnostic
interview with each at risk students.
4. Teacher analyses the interview
results.
5. Teacher draws up and interprets a
diagnostic profile for each of at risk
students. 17
Points to consider during diagnostic
interview:-
1. Interview is conducted separately with
each at-risk student.
2. Interview should be carried out as soon
as possible after the word problem test.
3. Interview is conducted with minimum of
distracting noises and interruptions.
4. Interview is NOT to teach your students
but to identify their difficulties.
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Procedure to conduct diagnostic test:
Give a new set of the word-problem
test to the at-risk student
Go through the 5 categories of
interview questions with the
students
For a particular test question, the
interview will be stopped once the first
error is identified and the error
category is determined.
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Category 1: Reading

Student who makes mistakes at

this stage cannot recognize
(pronounce) or read the terms,
symbols or words in the question.
“Please read the question to me. If
you don’t know a word or number
leave it out.”

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Category 2: Comprehension

Students may face difficulties in

understanding the specific terms,
phrases or the general meaning of the
given question.
“What does this word/sign mean?”
“ Tell me what the question is asking
you to do.”

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Category 3: Transformation
Students unable to verbalize or show
with pencil and paper how the item can
be translated into a mathematical form
(symbol, operation, or sentence) which
will allow a correct answer to be
worked out later.
“Tell or show me how you start finding
an answer to this question.”

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Category 4: Process Skills
Students cannot implement the
calculation steps correctly
when implementing the
algorithm.
“Show me how you work out the
answer for this question. Tell
me what you are doing as you
work.” 23
Category 5: Encoding

Students are unable to write

the answer correctly either in
numerals, symbols or words.
“Now write down the answer to
the question.”

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It is important to note that each error
identified by the Newman’s Error Analysis
Procedure is the first error made by the
student for a particular question.
It does not mean that a student will
definitely not make other error after the
first error is identified.
However, Newman’s diagnostic interview
stopped after identifying the first error
made.
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 Can you identify
the category of error
made by the student?

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Example 1: There are 35 boys and
18 girls in the library. What is the
total number of people in the
library?
Error:
Student is hesitant in reading the
word total.
Student cannot read the word
library.
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Example 2: John and Farid have a
total of 18 marbles. John has 6
marbles. How many marbles does
Farid has?
Student said: “When we add John
and Farid’s marbles, we get 18
marbles.”
Errors:
Student wrote “ 6 + 18 = “
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Example 3:
Student verbalises “ten ringgit
fifty-five sen”.

Error:
Student wrote “ rm10.505”

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 Thank You

“Problem solving is fun and

rewarding.”

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