Error Analysis of Dyslexic Student's Solution on Fraction Operation Tasks

Autor/inn/en	Ekawati, Rooselyna; Imah, Elly Matul; Amin, Siti Maghfirotun; Kohar, Ahmad Wachidul; Nisa', Khoirun; Prahmana, Rully Charitas Indra
Titel	Error Analysis of Dyslexic Student's Solution on Fraction Operation Tasks
Quelle	In: Mathematics Teaching Research Journal, 14 (2022) 1, S.67-79 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Dyslexia; Students with Disabilities; Mathematics Instruction; Problem Solving; Fractions; Early Adolescents; Error Patterns; Arithmetic; Mathematical Concepts; Foreign Countries; Word Problems (Mathematics); Indonesia + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathematics lessons; Mathematikunterricht; Problemlösen; Bruchrechnung; Fehlertyp; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Textaufgabe; Indonesien
Abstract	How dyslexia students solve number operations is still challenging to unravel. This study aimed at revealing the types of errors conveyed by a dyslexic student in performing fractional operations on mathematical tasks that combined non-verbal text (symbols and pictures) and verbal text. The data were collected using a task-based interview with a 13- year-old dyslexic student that was recorded and focused on the types of errors on fractional operations (addition, subtraction, multiplication, and division). Results depicted that the student overgeneralized whole number operations when adding two fractions with different denominators although she successfully converted the area model of fraction into a correct fraction operation, identified a common denominator but failed to change the fractions into equivalent form when subtracting two mixed fractions, failed to interpret a multiplication word problem into subtraction operation, and applied only part of the "invert and multiply" algorithm on a word problem. The assumption of the phonological disturbances that was found in the student participant's performance was not found consistently in all the given word problem. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01