Common Errors in Solving Mathematical Problems among Grade Ii Pupils of Pacita Madrigal Warns Mababang Paaralan Ng Bagong Silang, Calatagan, Batangas

Abstract

INTRODUCTION

The ability to present a solution to a problem inside the human mind is knowledge. In a very complex environment where several unknowns are present, one will find a way of dealing with it easily by viewing abstract mathematical structures and drawing conclusions from scientific and logical analyses. Mathematics plays a role, therefore, in sharpening the intellect and developing critical thinking. Competency in mathematics is the key to the goal of establishing a scientific and technologically-oriented society. It is also important to produce a generation that is competent in the field of science and technology to continually progress in the era of globalization.

METHODS

The descriptive method of research was utilized in this study. Thirty (30) Grade II pupils of Pacita Madrigal Warns Mababang Paaralan ng Bagong Silang, Calatagan, Batangas were made as subjects of the study. Data were taken from these subjects through a numeracy tool. The data obtained were treated statistically using Frequency, Percentage, and Multivariate Statistics.

RESULTS

Common errors identified in the pupils' exercises in the Mathematical Problem Solving were 214 in number. Difficulty analyzing the question asked in the problem had the highest frequency with seventy-eight (78) or thirty-six and forty-five hundredths percent (36.45%). The second one is difficulty determining the operation to be used in the problem with a frequency of forty-eight (48) or twenty-two and forty-three hundredths percent (22.43%). The third one is difficulty writing the mathematical sentence with a frequency of forty-seven (47) or twenty-one and ninety-six hundredths percent (21.96%). Difficulty identifying the given data had the lowest frequency of forty-one (41) or nineteen and sixteen-hundredths percent (19.16%).

DISCUSSIONS

The common errors identified in the pupils' exercises in the mathematical problem solving are analyzing the question asked in the problem, determining the operation to be used, writing the mathematical sentence, and identifying the given data. From this result, the researcher recommended that Mathematics teachers should find other ways for pupils to find Mathematics a fun subject that can encourage them to strive harder, elevate their achievements in the subject, especially in improving problem-solving skills of their pupils.