Strategies and Common Errors in Solving Basic Mathematics Problems among University of Cebu-Main Freshman BEED Students

Jigger B. Ababon, Rulthan P. Sumicad, Steven Y. Razonable, Godofredo T. Tesorio, Joel V. Cagay, Joselito P. De Vera
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Abstract

This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t–tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way.
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宿务大学本科一年级 BEED 学生解决基础数学问题的策略和常见错误
本研究确定了北京教育学院大一学生在解决基础数学问题时所采用的策略和常犯的错误。研究强调通过实施辅导计划来加强所确定的策略。找出受访者在研究中所犯的常见错误,将使学生意识到这些错误的存在,并为他们在遇到此类问题时做好准备。这样,即使不能完全杜绝这些错误,也能将其减少到最低限度。研究揭示了三(3)种策略和常见错误。三(3)种策略是确定目标、识别关键信息和绘制图表。三(3)个常见错误是无法推导和确定正确的工作方程,无法标注最终答案,以及无法在分数加减法中使用最小公分母。为了确定受访者的基础数学成绩与其高中数学成绩、对数学的态度和对教师的态度之间的关系,我们计算了皮尔逊 r 和 t 检验。结果表明,学生的高中数学成绩与其基础数学成绩之间存在显著的相关性。然而,在其余的配对变量之间没有观察到明显的关系。总之,扎实的数学基础有助于学生有条不紊地解决文字问题,从而摆脱错误。
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