Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms

Shakespear Maliketi Chiphambo; Nomxolisi Mtsi

doi:10.29333/ejmste/10994

Full Text (PDF)

Shakespear Maliketi Chiphambo ¹ ^* , Nomxolisi Mtsi ¹

More Detail

¹ Walter Sisulu University, SOUTH AFRICA^* Corresponding Author

Abstract

The calculation of the total surface area of prisms forms part of the Mathematics curriculum in South Africa. This paper explores Grade 8 students’ errors when learning about the surface area of prisms. The study was guided by the interpretive paradigm and adopted a qualitative approach in a form of a case study design. Data from diagnostic test’s responses were analysed using Newman’s theory of error analysis. The sample comprised 18 purposively selected Grade 8 students. The study revealed that students committed these errors: failure to differentiate 2-Dimensionals from 3-Dimensionals; calculated the Total Surface Area as the perimeter of polygons; used volume of prisms formula for Total Surface Area; and misunderstanding of mathematical terminology related to surface area of prisms. The study recommends the use of students’ errors as tools to guide in designing the intervention activities to remedy misconceptions that students hold when learning about the surface area of prisms.

Keywords

errors
mathematics
prisms students
surface area

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 8, Article No: em1985

https://doi.org/10.29333/ejmste/10994

Publication date: 22 Jun 2021

Article Views: 2595

Article Downloads: 3216

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Aini, A., Priatnaz, B. A., & Priatnaz, N. (2019). Analysis of Student’s Errors in Solving Mathematical Communication Problems. 1^st International Seminar STEMEIF (Science, Technology, Engineering and Mathematics Learning International Forum) Purwokerto April 25th 2019.
Baduri, B. (2019) The Generalization Process of Secondary School Students on the Concept of Volume and Surface Area of Prism. Advances in Social Science. Education and Humanities Research, 349. 6th International Conference on Community Development (ICCD 2019), pp. 103-108. https://doi.org/10.2991/iccd-19.2019.29
Battista, M. T. (2003). Understanding students’ thinking about area and volume measurement. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 Yearbook (pp. 122-142). NCTM.
Borasi, R. (1987). Exploring mathematics through the analysis of errors. For the learning of Mathematics, 7(3) 2-8. http://www.jstor.org/stable/40247900
Chin, K. E., & Pierce, R. (2019). University students’ conceptions of mathematical symbols and expressions. EURASIA Journal of Mathematics, Science and Technology Education, 15(9), em1748. https://doi.org/10.29333/ejmste/103736
Chiphambo, S. M., Mashologu, M. N., & Mtsi, N. (2020). Effect of physical manipulatives on learners’ understanding of surface area and volume of prisms. Proceedings of the South Africa International Conference on Education (SAICEd) (pp. 328-338). Manhattan Hotel Pretoria, South Africa. https://aa-rf.org/wa_files/saiced-2020-proceedings.pdf
Clarke, E., & Ritchie, M. (2001). The practice of social research. Oxford University Press.
Cohen, A., & Moreh, A. (1999). Hands-on method for teaching the concept of the ratio between surface area and volume. American Biology Teacher, 61(9), 691-695. https://doi.org/10.2307/4450805
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
Faulkner, F., Breen, C., Prendergast, M., & Carr, M. (2020). Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – A pilot study. European Journal of Science and Mathematics Education, 8(2), 92-106. https://doi.org/10.30935/scimath/9549
Fitriani, H. N., Turmudi, T., & Prabawanto, S. (2018). Analysis of students’ error in mathematical problem solving based on Newman’s error analysis. In International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia 3, 791-796. https://science.conference.upi.edu/proceedings/index.php/ICMScE/article/view/165
Gilbert, S. (1982). Surface, volume and elephant’s ears. The Science Teacher, 49, 14-20. https://eric.ed.gov/?id=E3273201
Goos, M., Brown. R., & Markar, K. (Ed.). (2008). Primary teachers’ perceptions of their knowledge and understanding of measurement. Mega.
Hamukwaya, S. T., & Haser, Ç. (2021). “It does not Mean that They Cannot Do Mathematics”: Beliefs about Mathematics Learning Difficulties. International Electronic Journal of Mathematics Education, 16(1), 1-14. https://doi.org/10.29333/iejme/9569
Hasanah, A. N., & Yulianti, K. (2020). Error analysis in solving prism and pyramid problems. Journal of Physics: Conference Series. 1521 (2020) 032035 IOP Publishing. https://doi.org/10.1088/1742-6596/1521/3/032035
Herholdt, R., & Sapire, I. (2014). An error analysis in the early grades mathematics-A learning opportunity? South African Journal of Childhood Education 4(1), 43-60. https://doi.org/10.4102/sajce.v4i1.46
Hiebert, J. (1986). Conceptual and procedural knowledge: The case of mathematics. Erlbaum.
Huang, H. M. E., & Witz, K. G. (2011). Learning and instruction developing children’s conceptual understanding of area measurement: A curriculum and teaching experiment. Learning and Instruction, 21(1), 1-13. https://doi.org/10.1016/j.learninstruc.2009.09.002
Huang, H. M. E., & Wu, H. Y. (2019). Supporting children’s understanding of volume measurement and ability to solve volume problems: Teaching and Learning. EURASIA Journal of Mathematics, Science and Technology Education, 15(12), em1789. https://doi.org/10.29333/ejmste/109531
Istiani, A., Hidayatulloh. (2017). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Pada Materi Bangun Ruang Sisi Datar [Analysis of Student Errors in Solving Problems on the Material of Constructing a Flat Sided Space]. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika 2017 UIN Raden Intan Lampung, 1(1), 129-135. https://proceedings.radenintan.ac.id/index,php/pspm/issue/view/2
Lacey, A., & Luff, D. (2007). Qualitative data analysis. The NIHR RDS for the East Midlands/Yorkshire & the Humber. https://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/9_Qualitative_Data_Analysis_Revision_2009.pdf
Light, G., Swarat, S., Park, E. J., Drane, D., Tevaarwerk, E., & Mason, T. (2007). Understanding undergraduate students’ conceptions of a core nanoscience concept: Size and scale [Paper presentation]. Proceedings of the International Conference on Research in Engineering Education, Honolulu, Hawaii. https://scopus.com/record/display.uri?eid=2-s2.0-84858487070&origin=resultslist
Livy, S., Downton, A., Reinhold, S., & Wöller, S. (2018). Insights into a Year 4 student’s spatial reasoning and conceptual knowledge of rectangular prisms. Making waves, opening spaces (Proceedings of the 41st Annual Conference of Mathematics Education Research Group of Australasia, pp. 487-494). Auckland, New Zealand: MERGA. https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2018-MERGA-CP.aspx
Mahlaba. S. C. (2020). The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-solution Tasks. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), em1921. https://doi.org/10.29333/ejmste/9279
MoLina, M. Castro, E., & Castro, E, (2007). Teaching experiments within design research. The International Journal of Interdisciplinary Social Sciences: Annual Review. https://doi.org/10.18848/1833-1882/CGP/v02i04/52362
Outhred, L. N., & Mitchelmore, M. C. (2000). Young children’s intuitive understanding of rectangular area measurement. Journal for Research in Mathematics Education, 31(2), 144-167. https://doi.org/10.2307/749749
Razzouk, R., & Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, 82(3), 330-348. https://doi.org/10.3102/0034654312457429
Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge. https://doi.org/10.4324/9780203883785
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
Sisman G. T., & Aksu M. (2016). a study on sixth grade students’ misconception and errors in spatial measurement: length, area, and volume. International Journal of Science and Mathematics Education, 14, 1293-1319. https://doi.org/10.1007/s10763-015-9642-5
Stephan, M., & Clements, D. H. (2003). Linear and area measurement in prekindergarten to grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 Yearbook (p. 3-16). NCTM.
Sujadi, I. (2018). Peran Pembelajaran Matematika pada Penguatan Nilai Karakter Bangsa di Era 4.0 [The Role of Mathematics Learning in Strengthening the Value of National Character in the Era 4.0]. Silogisme, 1(1), 1-13.

How to cite this article

APA

Chiphambo, S. M., & Mtsi, N. (2021). Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1985. https://doi.org/10.29333/ejmste/10994

Vancouver

Chiphambo SM, Mtsi N. Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms. EURASIA J Math Sci Tech Ed. 2021;17(8):em1985. https://doi.org/10.29333/ejmste/10994

AMA

Chiphambo SM, Mtsi N. Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms. EURASIA J Math Sci Tech Ed. 2021;17(8), em1985. https://doi.org/10.29333/ejmste/10994

Chicago

Chiphambo, Shakespear Maliketi, and Nomxolisi Mtsi. "Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 8 (2021): em1985. https://doi.org/10.29333/ejmste/10994

Harvard

Chiphambo, S. M., and Mtsi, N. (2021). Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1985. https://doi.org/10.29333/ejmste/10994

MLA

Chiphambo, Shakespear Maliketi et al. "Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 8, 2021, em1985. https://doi.org/10.29333/ejmste/10994