Analysis Of Student Errors In Solving Mathematical Problems Based On Arithmetic Conception Theory

Abstract

This study aims to analyze students' errors in solving mathematical problems based on Arithmetic Conception Theory. The method used in this research is qualitative with a literature study approach or library research. Data was obtained from the analysis of various relevant literature sources in the field of mathematics education, especially those that discuss student errors in solving arithmetic problems. Analysis is done by examining various common errors, such as errors in concepts, understanding arithmetic operations, and procedural errors. In addition, the study also explored the factors that lead to students' errors in solving math problems, including the influence of curriculum, teaching methods, and cognitive difficulties. The results of the analysis show that students' errors in solving math problems are often caused by lack of understanding of basic arithmetic concepts, difficulty in applying arithmetic operations, and confusion in understanding problem instructions. The implication of these findings is the need for a deeper learning approach to arithmetic concepts as well as the development of more effective learning strategies to overcome common mistakes. This research contributes to further understanding of the factors that influence students' errors in mathematics, as well as provides the basis for the development of more effective educational interventions.