TY - JOUR
T1 - Examining tenth-grade students’ errors in applying Polya’s problem-solving approach to Pythagorean theorem
AU - Díez-Palomar, Javier
AU - Mallart-Solaz, Albert
AU - Taamneh, Muntasir A.
N1 - Publisher Copyright:
© 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
PY - 2024/12/11
Y1 - 2024/12/11
N2 - 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.
AB - 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.
KW - Polya’s strategy
KW - Pythagorean theorem
KW - error
KW - problem-solving
KW - trigonometric
UR - https://ddd.uab.cat/record/304653
UR - http://www.scopus.com/inward/record.url?scp=85213046604&partnerID=8YFLogxK
U2 - 10.29333/ejmste/15707
DO - 10.29333/ejmste/15707
M3 - Article
SN - 1305-8215
VL - 20
JO - EURASIA Journal of Mathematics, Science and Technology Education
JF - EURASIA Journal of Mathematics, Science and Technology Education
IS - 12
M1 - em2551
ER -