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Newman Terhadap
Penyelesaian Masalah
Matematik
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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
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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
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
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
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Category 2: Comprehension
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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
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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
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