Miscalculation doing mathematics problems in terms of gender in elementary school

• Published in: AIP conference proceedings Vol. 2926; no. 1
• Main Authors: Purnamawulan, Candrawati, Sutama
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 17.01.2024
• Subjects: Arithmetic; Data analysis; Data collection; Elementary schools; Errors; Ethnography; Females; Learning; Males; Mathematical analysis; Mathematics; Multiplication; Students; Teachers
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0182859

Purpose: The aim of this study was to analyzed the miscalculation were made by students in formative Mathematics problems and evaluated the most dominant arithmetic errors by students in working on constructive Mathematics problems. Methodology: This study used a qualitative-ethnographic method. The subjects of this study were 14 fifth grade students of Rejosari 1 Public Elementary School, Indonesia as well as teachers. The authors used interview, observation, and documentation for data collection. The data analysis technique consists of three stages: 1) the data presentation stage, 2) the data presentation stage in the comparison stage, 3) the stage of presenting results, the data collected and compared are then summarized and interpreted. Results: The results of this study indicated that the miscalculation in working on formative Mathematics problems in the material of spatial structure at fifth grade Rejosari 1 Public Elementary School, male students are superior to female students. However, the errors made among male and female students were identical, the difference being the most dominant form of mistakes made by male and female students. Some of the factors that cause students to make these mistakes were 1) students had difficulty determining the number to the power of two if the exponent is a number in the hundreds, 2) students had difficulty in performing multiplication operations so they do not write down the final answer, 3) students were not careful when performing multiplication arithmetic operations, they were in a hurry to complete arithmetic operations, and 4) students did not re-check their final answers to the arithmetic operations that have been carried out. Another factor that causes students to miscalculate was that in learning students do not pay attention to the teacher either when the teacher delivers the material or presents examples of questions and steps to solve them. Applications/Originality/Value: In this study, the authors did not only analyze based on the results of student work and interviews but also by looking at student behavior in the learning process, so this study used an ethnographic type of study to assess a person’s attitude or behavior and habits.