• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.277-293
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• 2011

The purpose of mathematics education is to develop the ability of transforming various problems in general situations into mathematics problems and then solving the problem mathematically. Various teaching-learning methods for improving the ability of the mathematics problem-solving can be tried. However, it is necessary to choose an appropriate teaching-learning method after figuring out students' level of understanding the mathematics learning or their problem-solving strategies. The error analysis is helpful for mathematics learning by providing teachers more efficient teaching strategies and by letting students know the cause of failure and then find a correct way. The following subjects were set up and analyzed. First, the error classification pattern was set up. Second, the errors in the solving process of the function problems were analyzed according to the error classification pattern. For this study, the survey was conducted to 90 first grade students of ${\bigcirc}{\bigcirc}$high school in Chung-nam. They were asked to solve 8 problems in the function part. The following error classification patterns were set up by referring to the preceding studies about the error and the error patterns shown in the survey. (1)Misused Data, (2)Misinterpreted Language, (3)Logically Invalid Inference, (4)Distorted Theorem or Definition, (5)Unverified Solution, (6)Technical Errors, (7)Discontinuance of solving process The results of the analysis of errors due to the above error classification pattern were given below First, students don't understand the concept of the function completely. Even if they do, they lack in the application ability. Second, students make many mistakes when they interpret the mathematics problem into different types of languages such as equations, signals, graphs, and figures. Third, students misuse or ignore the data given in the problem. Fourth, students often give up or never try the solving process. The research on the error analysis should be done further because it provides the useful information for the teaching-learning process.

• Journal of the Korean Mathematical Society
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• v.40 no.1
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• pp.29-40
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• 2003

Let K be a nonempty closed bounded convex subset of an arbitrary smooth Banach space X and T : KlongrightarrowK be a strictly hemi-contractive operator. Under some conditions we obtain that the Mann iteration method with errors both converges strongly to a unique fixed point of T and is almost T-stable on K. The results presented in this paper generalize the corresponding results in [l]-[7], [20] and others.

• Communications of the Korean Mathematical Society
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• v.18 no.2
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• pp.251-261
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• 2003

The purpose of this paper is to establish the necessary and sufficient conditions which ensure the strong convergence of the Ishikawa iterative schemes with errors to the unique fixed point of a $\Phi$-hemicontractive mapping defined on a nonempty convex subset of a normed linear space. The results of this paper extend substantially most of the recent results.

• Communications of the Korean Mathematical Society
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• v.19 no.3
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• pp.461-467
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• 2004

In this paper, we study the Ishikawa iterative sequences with errors for Lipschitzian strongly pseudo-contractive operator in arbitrary real Banach spaces. Our results improve the results obtained previously by C. E. Chidume [3] and Zeng [9].

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.699-718
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• 2012

The purpose of mathematics eduction is to develop the ability of thinking mathematically. It informs method to solve problem through mathematical thinking that teach mathematical ability. Errors in the problem solving can be thought as those in the mathematical thinking. Therefore analysis and classification of mathematics errors is important to teach mathematics. This study researches the preceding studies on mathematics errors and presents the characteristic of them with analyzed models. The results achieved by analysis of the process of problem solving are as follows : ▸ Students feel much harder to solve words problems rather than multiple-choice problems. ▸ The length of sentence make some differences of understanding of the words problems. Students easy to understand short sentence problems than long sentence problems. ▸ If students feel difficulties on the pre-learned mathematical content, they feel the same difficulties on the words problems based on the pre-learned mathematics content.

• Journal of applied mathematics & informatics
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• v.27 no.3_4
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• pp.661-672
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• 2009

In this paper, we introduce a modified three-step iteration scheme with errors for asymptotically nonexpansive mappings in the framework of uniformly convex Banach spaces. Weak and strong convergence theorems are established.

• Research in Mathematical Education
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• v.15 no.4
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• pp.357-371
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• 2011

In mathematical problem solving, students may make various errors. In order to draw useful lessons from the errors, and then correct them, we surveyed 24 eighth-grade students' performances in geometrical problem solving according to Casey's hierarchy of errors. It was found that: 1. Students' effect can lead to errors at the stage of "comprehension", "strategy selection", and "skills manipulation"; and 2. Students' geometric schemas also influenced their strategy selection".

• The Pure and Applied Mathematics
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• v.11 no.4
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• pp.293-308
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• 2004

Let K be a nonempty convex subset of an arbitrary Banach space X and $T\;:\;K\;{\rightarrow}\;K$ be a uniformly continuous strictly hemi-contractive operator with bounded range. We prove that certain Ishikawa iteration scheme with errors both converges strongly to a unique fixed point of T and is almost T-stable on K. We also establish similar convergence and almost stability results for strictly hemi-contractive operator $T\;:\;K\;{\rightarrow}\;K$, where K is a nonempty convex subset of arbitrary uniformly smooth Banach space X. The convergence results presented in this paper extend, improve and unify the corresponding results in Chang [1], Chang, Cho, Lee & Kang [2], Chidume [3, 4, 5, 6, 7, 8], Chidume & Osilike [9, 10, 11, 12], Liu [19], Schu [25], Tan & Xu [26], Xu [28], Zhou [29], Zhou & Jia [30] and others.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.435-457
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• 2013

The purpose of this paper is to discover effective teaching and learning methods for improving low level mathematic matriculants', who passed the early decision program, problem solving abilities by analyzing their error patterns in the special lecture for basic mathematics in P University. In this paper, we examine the matriculants' understanding and errors on the fundamental concepts of function, and continuity and differentiability of function based on the pre-examination. We also measure the their academic achievement in the special lecture for basic mathematics, and analyze the differences of error patterns between pre-test and post-test result on the concepts of continuity and differentiability of function.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.2
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• pp.185-204
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• 2008

The purposes of this study are to analyze sentence structures of word problems suggested in educational math programs for the 2nd grade elementary students and error patterns in sentence interpretation, and examine how sentence structures influence on errors during sentence comprehension. Based on the results of the analysis on 168 word problems suggested in math textbooks for the 2nd grade elementary students and error patterns observed while 160 the 2nd grade elementary students attempted to solve math word problems, easy and simple vocabularies are repeatedly used in the sentence structures of word problems and specific real life materials such as fruits, books, the number of people and etc. were repeatedly used. 51.56% of errors in sentence interpretation observed was higher than 39.20% of calculation errors and backtracking operation, a length of sentences, the numbers used in questions and off were analyzed to be involved in the errors in interpretation. Therefore, it is very important to make word problems from a student's points of view rather than a teacher's point of view and the study suggests that teachers help students learn basic sentence interpretation skills.