Identifying common errors in polynomials of eighth grade students

Abstract

This research aims to study and classify errors in polynomials made by secondary school students. The data for error identification was collected from exercise books of 72 eighth grade students. Three types of errors were examined: careless, computational, and conceptual errors. The errors were considered according to four topics in polynomials: similar terms of monomials; addition of polynomials; subtraction of polynomials; and multiplication of polynomials. It is found that students made the highest computational errors in identifying monomials’ similarity, which accounts for 17.86%. They have the highest percentage of making computational errors in the addition and subtraction of polynomials, which account for 10.88% and 12.04%, respectively. Lastly, they have the highest percentage of making careless errors in the multiplication of polynomials, which accounts for 14.44%. Furthermore, it can be seen that the source of errors is learners’ carelessness when writing the question and its answer. In addition, the basic knowledge of computing addition, subtraction, and multiplication of integers is the most crucial factor that leads to incorrect answers. Nevertheless, most students understand the principle of polynomials, but frequently make errors on other issues.