Analysis of Elementary Students’ Mathematical Reasoning Using Newman’s Error Analysis (NEA)

Abstract

Mathematical reasoning is one of important abilities for students to develop in learning mathematics. This study aims to describe and analyze problems in reasoning ability of five students in 5th grade using Newman’s Error Analysis (NEA). The method used in this research is descriptive
qualitative. This research was carried out into three stages, namely the preparation of research instrument, implementation and data collection, and data analysis. Data collection was done by observation, test, and interview. The test contains 3 questions about arithmetic operations on whole numbers which are created based on 3 reasoning indicators, namely constructing mathematical arguments, comparing and ordering, and making mathematical conjectures. The results of this study show that there were 2 students who achieved 3 reasoning indicators, 2 students who achieved 2 reasoning indicators, and 1 student who did not achieve any reasoning indicator. From the three reasoning indicators measured, reasoning to “making mathematical conjectures” is the reasoning indicator most mastered by students because 4 out of 5 students can achieve this indicator, while the other 2 reasoning indicators namely “comparing and ordering” and “constructing mathematical arguments” can be achieved by 3 out of 5 students.