การวิเคราะห์ความผิดพลาดในการแก้โจทย์ปัญหาคณิตศาสตร์ของนักเรียนชาติพันธุ์ ระดับประถมศึกษา จังหวัดแม่ฮ่องสอน

Abstract

This study investigated errors on mathematics word problems made by 107 fifth­ and sixth-grade ethnic students attending a school in the Phang Ma Pha district of Mae Hong Son Province, Thailand. Newman error-analysis interviews were used to identify and classify errors made by students responding to mathematics word problems on a pencil­ and-paper test (Cronbach alpha reliability, 0.90). Analysis revealed that the order of difficulty-from most difficult to least difficult-was
(a) two-step questions, (b) multiplication word problems, (c) division word problems, (d) Compare questions, (e) Combine questions, and (f) Change questions (for (d), (e) and (f) involving addition or subtraction). The corresponding mean percentages of incorrect responses were 73.3%, 58.3%, 37.5%, 29.5% and 28.7%, respectively. Newman error analysis revealed that the most likely
breakdown-point (that is to say, the form of error most likely to occur first in Newman's problem-solving hierarchy), with both the Lishu and Shan students, was Comprehension, followed by Transformation, Process Skills, Reading, and Encoding.

Keywords: Newman error analysis, Mathematics problem solving, Ethnic students,