Error Analysis of Problem Posed by Pre-service Primary Teachers based on Semantic Structures

DOI

10.2991/ice-17.2018.84How to use a DOI?

Keywords

analysis, problem posed, fraction, semantics

Abstract

Goal this study to error analyze problems posed by pre-service primary teachers about addition operation fraction based on semantic structures. 46 pre-service primary teachers participated in this study and in their seventh semester of pre-service primary teachers department have finished experience program. Pre-service teachers have requested problems posing about addition fraction which is given. Each problems must be related to a daily situation based given operation. Data obtained were classified to the semantic structure in part-part-whole relations and joining action problems. Next, problems were analyzed to types of errors conducted by pre-service teachers. Result in this study, most pre-service primary teachers made errors in problems they posed that (1) not related to the daily situation, (2) out of context about fraction concept, and (3) unit given are not suitable to the daily situation.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Lydia Lia Prayitno
AU  - Sunu Catur Budiyono
PY  - 2018/02
DA  - 2018/02
TI  - Error Analysis of Problem Posed by Pre-service Primary Teachers based on Semantic Structures
BT  - Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017)
PB  - Atlantis Press
SP  - 394
EP  - 397
SN  - 2352-5398
UR  - https://doi.org/10.2991/ice-17.2018.84
DO  - 10.2991/ice-17.2018.84
ID  - Prayitno2018/02
ER  -