Examining tenth-grade students' errors in applying Polya's problem-solving approach to Pythagorean theorem
This study uses Polya's problem-solving strategy to explore student errors and causal factors in Pythagorean theorem problem-solving. The sample was drawn from tenth-grade students at Al Hosn Secondary School in Abu Dhabi, United Arab Emirates in the academic year 2023/2024. Data were collected...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:304653 |
| Acceso en línea: | https://ddd.uab.cat/record/304653 https://dx.doi.org/urn:doi:10.29333/ejmste/15707 |
| Access Level: | acceso abierto |
| Palabra clave: | Trigonometric Error Pythagorean theorem Polya's strategy Problem-solving |
| Sumario: | This study uses Polya's problem-solving strategy to explore student errors and causal factors in Pythagorean theorem problem-solving. The sample was drawn from tenth-grade students at Al Hosn Secondary School in Abu Dhabi, United Arab Emirates in the academic year 2023/2024. Data were collected using two methods: written examinations, as outlined in Polya's strategy, and interviews with students who committed errors. The research test instrument consists of 3 trigonometric problem-solving. From 30 students of Al Hosn Secondary School, there were 48.9% of data errors, 50% of concept errors, 57.8% of strategy errors, 47.8% of calculation errors, and 14.4% of careless errors. The errors made by the students originated from their inability to comprehend the geometric interpretation of the Pythagorean theorem, difficulties in applying algebraic operations, and challenges in modelling the data provided in the problems. |
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