THE COMMON ERRORS ENCOUNTERED IN BASIC MATHEMATICAL

OPERATIONS AMONG THE STUDENTS OF GRADE 9 MOLAVE

AT MATUCAY NATIONAL HIGH SCHOOL

Maebrix Amistad

Christhel Ann Collado

Winter Gwen Tattao

Rodalyn Madrid

Math subject teacher

CHAPTER 1

a. INTRODUCTION

Mathematics is a methodical application of matter . It is said because the subject makes a

man methodical or systematic. Mathematics makes our life orderly and prevents In a certain
qualities that are nurtured by mathematics are power of reasoning, creativity, abstract Or spatial
thinking, critical thinking, problem solving ability and even effective communication skills.

It is the beginning of all creations, without which the world cannot move an inch. Even a
A carpenter or mechanics a shoe keeper or a doctor, an engineer or a scientist even an insects
use
mathematics in their every day life for existence , So we can say that everyone needs
mathematics
in their day to day life.

Anyone or everyone can be a mathematicians it is given by proper guidance and training

through the maturity period of one ‘s life .
 A good curriculum of mathematics is helpful in effort teaching and learning on the subject.
Mastering the fundamental operations leads to deeper understanding of the key concepts in
mathematics are critical thinking and problem solving .This serves as the focal point in learning
mathematics.
GUIDED QUESTIONS:

1.Why do most of students are lacking in knowledge about basic mathematical operation?
2.What are the reason why other students conclude mathematics is a hardest subject ?
3.Is basic mathematical operation helpful in our day to day adventures in our lives?

b. OBJECTIVES

The study aimed to asses the performance of grade 9 molave students on basic
Mathematical operations is to find out what are the common errors in their Mathematical
Performances.

Specifically, the study sought to determine the level of performance of the students of
Grade 9 molave or to find out the significant relationship between their knowledge on basic
Mathematical operation to their over-all performance in mathematics.
 CHAPTER 2:

REVIEW OF RELATED LITERATURE

The present study in conceptual errors encountered in basic mathematical operations

among the students in grade 9.

Pal (2009),Concluded that many difficulties that children face in learning are rooted in the
lack of understanding of lower level concepts and lack of clarity about different rules that are often
Conflicting can lead to misconceptions and affect mathematical learning.

Wang, Du and Liu (2009) identified two types of learning difficulties:learned helplessness
and defensive attribution.The students enhanced their learning in mathematics with the use of
appropriate strategies in the interventions.

Olive and Caglayan (2007) examined 9th grade students coordination of quantitative units
arising from word problems and results indicated that the identification and coordination of the
units
Involved in the problem situation are critical aspects of quantitative reasoning and need to be
emphasize in the teaching-learning process.

Blanco and Garote (2007) concluded that students find two types of difficulty in dealing
With inequalities.On the one hand,arithmetic is still the fundamental referent for those students
who
make errors in algebraic procedures and,on the other,the absence of meaning is the underlying
cause of the failure to understand the concepts and the algebraic process.

Petrill and Promin (2007) revealed that approximately 6-10% of individuals in general
population have a persistent in mathematical learning disability (MLD) or dyscalculia.There is
evidence that MLD is biologically based and has genetic influences.
CHAPTER 3: PROCEDURES / RESULT

a .Sources of Data

The data analyzed and interpreted were derived from the Pre- Test and Post Test
of Grade 9 - Molave of Matucay National High School on basic mathematical operations.

b .Data Gathering Method

The data gathering method we used is by the help of technology a paper and pencil .
The scores of the students in Pre-test and Post-Test on basic mathematical operation
were recorded and analyzed the data .The research conducted with the 19 grade 9 Molave
students.

c . Plan for Data Analysis

The Mean was used to compute the mean percentage Score of the grade 9- Molave
students in basic Mathematical operations.

To determined the difference between the pre-test and post-test is by using subtraction.
Their respective means were computed and tested to determined the connection of the
fundamental knowledge on basic mathematical operations to their mathematical performance.

d . Methods / Strategies

The researchers lay on reteaching the lesson an excellent work in understanding the
operations. The researchers also gave enrichment activities , games and other enjoyable things
that are students being excellent on mathematical operations. And also by giving a special
treatment of teaching for those slow learners students on the lesson.
 e. Summary of Data / Presentation and Interpretation of results .

NAMES PRE-TEST
Table 1 . Pre - test Results
Arjay Balao 0

Krissan Van Dela Cruz 6

Vincent Fronda 2

Leohmar Guillermo 5 Table 1 shows

the Pre-test result of the
Richard Ladera 5
Grade 9- Molave students of
Matucay Ram John Lapdez 6 National
High School on basic
Justine Nicolas 6
operations in mathematics.
Iverson Rabilas 6
It can be seen
Michelle Alfonso 4
from the table that the
average in the Josephine Bayaran 6 pre-test is
53.16%. We also found out
Judy Ann Callo 6
that they are lacked in
knowledge Angelica Zoe Cortez 4 about adding
and subtracting of integers.
Reynalyn Florendo 7

Jessa Mae Galindo 7

Roane Althea Jabla 4

Samantha Sophia Materum 6

Kate Ann Quinto 7

Kate Napoles 7

Jewamae Ventura 7

Total 101

Mean 5.32

MPS 53.16%
Table 2 . Post - test Result

NAMES POST-TEST

Arjay Balao 8

Krissan Van Dela Cruz 8

Vincent Fronda 10

Leohmar Guillermo 9

Richard Ladera 8

Ram John Lapdez 10

Justine Nicolas 9

Iverson Rabilas 7

Michelle Alfonso 9

Josephine Bayaran 8

Judy Ann Callo 6

Angelica Zoe Cortez 8

Reynalyn Florendo 9

Jessa Mae Galindo 8

Roane Althea Jabla 9

Samantha Sophia Materum 9

Kate Ann Quinto 10

Kate Napoles 8

Jewamae Ventura 8

Total 161

Mean 8.47

MPS 84.74%
 The table 2 shows the post test result of the grade 9-Molave students of Matucay National
High School on basic Mathematical Operation.

It can be seen from the table that the MPS of the students in post- test is 84.74 %.
It further reveals that their performances have improved because of some interventions made to
improve their performances on basic mathematical operations.
It also reveals that the students of grade 9 - Molave have been improve their common errors
in basic mathematical operations.

Table 3 . Comparison of Pre - Test and Post - Test Results and Pre - Test and Post - Test Errors
Result

Pre - Test MPS Post - Test MPS Difference

Total Total

101 53.16% 161 84.74 % 31.58

Pre - Test Post - Test

Total Errors Total Errors

89 29

Table 3 shows the comparison of pre - test and post - test of grade 9 - Molave students on
basic mathematical operations.

It represents the difference of Mean Percentage Score (MPS) of the pre - test and
post - test as 31.58%
It shows that the performance of the students is significantly improved and their common
errors have been well developed.
Conclusion
We found out that the common errors we encountered from our Mini research are
subtracting and adding Integers.

It can be concluded from the study that their common errors of grade 9- molave students
have been improved and well developed as a result of the interventions are employed.

Developing a strong foundation among students on basic operations is very necessary to aid
in improving their performance in mathematics.

Recommendation

As the result of the study help the teacher to understand the student’s difficulties and
evaluate the level of knowledge among student’s it is absolutely essential that the teacher must be
aware of student’ s pre- conception and textbook errors.

More activities or give some seat work and diagnosis of the understanding of the concepts
immediately after the teaching may reduce more errors.

A the result of this study, The students have given a clear ideas about each and every step in
Basic Mathematical Operation.
CHAPTER V. REFERENCES

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Ayres, P. (200b). An Analysis of Bracket Expansion Errors. In Tado Nakahara and Masataka
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Cox, L. (1978). Systematic Errors in Four Verbal Algorithms in Normal and Handicapped
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Blanco and Garrote (2007) . A Discussion about errors in mathematical operations for Creation of
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Wang, Du and Liu (2009) Conceptual errors of secondary school pupils in learning select areas in
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