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All Journal MATH-EDU: Jurnal Ilmu Pendidikan Matematika Indonesian Educational Research Journal
Salgado-Beltrán, Gerardo
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Education Mathematics

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Strategies Used by Mexican Fourth-Grade Elementary Students in Solving Additive Word Problems Dircio-Vargas, Axel; García-García, Javier; Salgado-Beltrán, Gerardo; Son, Aloisius Loka
Indonesian Educational Research Journal Vol. 2 No. 3 (2025): Various strategies to improve cognitive and affective aspects of learners
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v2i3.72

Abstract

To improve children's arithmetic learning, it is important to understand the strategies they use when solving arithmetic problems and the obstacles they find in this process. So, the objective of this research is to identify the strategies used by a group of Mexican fourth grade elementary school students in solving additive verbal arithmetic problems. We used a framework where the main theoretical elements that guided the study were characterized: strategies, types of strategies, verbal arithmetic problems, and the semantic and syntactic structures of the additive problems. This qualitative research, with a descriptive scope, uses case study as a method. The study cases were seven students from an Elementary School Located in ​​Zumpango de Neri, Guerrero, Mexico. To collect data, Task-Based Interviews were used, that were applied to the case studies in November 2024. The results allowed the identification of four reflective strategies: identifies a relevant keyword; selects the appropriate operation; performs mental calculation; and decomposes a numerical factor. Additionally, three non-reflective strategies were identified: uses an inappropriate keyword; operates with given data; and answers without performing operations. Some of the case studies used more than one strategy when solving some of the proposed tasks. These results allow suggesting that in the classroom the personal strategies used by students must be assessed in order to identify those that are thoughtless to help students travel towards the use of reflexive strategies. This will be possible through designs that incorporate problems resolving such as a central activity in the classroom.
Errors and Their Causes in Solving One-Variable Linear Equations Among Mexican High School Students Morales-Benitez, Leineri; Salgado-Beltrán, Gerardo; Son, Aloisius Loka; García-García, Javier
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 1 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i1.9391

Abstract

The aim of this study was to identify the errors made by a group of Mexican High School students when solving linear equations, as well as their possible causes. Data collection was conducted through a task-based interview administered to 30 students from a public school in southern Mexico. The results revealed that students made arithmetic errors when solving linear equations, including difficulties in performing operations with integers, handling fractions, applying the distributive property, and transposing terms incorrectly. By analyzing students' reasoning, it was inferred that these errors stem mainly from poor assimilation of arithmetic concepts, affective and emotional factors, and the presence of cognitive obstacles. Additionally, both procedural and conceptual algebraic errors were identified. According to the conceptual framework, these errors originate from limited manipulation of algebraic language, incorrect application of procedural rules, and didactic and cognitive obstacles. These findings encourage reflection on future research aimed at improving the learning of linear equations at the high school level.
Co-Authors Dircio-Vargas, Axel García-García, Javier Morales-Benitez, Leineri