Anny Sovia, Tatang Herman
The indication of mathematics difficulties of slow learners can be identified by mathematics errors analysis. This study was aimed at analysing the errors of slow learners in solving arithmetic (integer operation). The study was set as a descriptive case study that employed a qualitative approach and was conducted in two elementary schools in Indonesia. Two of fourth graders who are considered as slow learners in two elementary schools were chosen as participants of the study. The data were collected by giving five numbers of integer operation problems to the slow learners. The data gained were analysed using Newman’s Error Analysis (NEA) theory. The results of the study showed that four types of errors were made by the slow learners in answering integer operation that cover comprehension errors (50%), transformation errors (8%), process skill errors (17%), and encoding errors (25%). The finding indicates that slow learners tended to face problems in interpreting mathematical problems, developing problem solving strategy, using appropriate operation, and also in making conclusion. The result of the analysis was expected to give input to mathematics teachers to prepare appropriate teaching practice for slow learners in studying mathematics, especially in integer operation problems. © School of Engineering, Taylor’s University.
Mathematics of Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229, Bandung, 40154, Indonesia
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