Identifying Student Errors Using Newman's Error Analysis in the Teaching Through Problem-Solving (TTP) Approach

Abstract

This study identifies the specific mathematical errors committed by learners exposed to the Teaching Through Problem-Solving (TTP) approach. While TTP is an active learning method that fosters deep understanding by presenting problems before formal solutions , there is a scarcity of research investigating how student errors manifest within this specific instructional model. Using Newman’s Error Analysis (NEA), the researcher analyzed the written solutions of 32 Grade 7 students at Mindanao State University-Iligan Institute of Technology College of Education-Integrated Developmental School to categorize hurdles into five stages: reading, comprehension, transformation, process skills, and encoding. The findings reveal that Comprehending Error was the most frequent challenge in Problem 1 (34.375%), while Encoding Error emerged as the primary obstacle in Problem 2 (34.375%). These results suggest that while students generally possess strong fundamental literacy, they struggle with moving from literacy to mathematical interpretation and providing narrative closure to their solutions. By pinpointing these exact stages of failure, educators can develop targeted scaffolding and instructional strategies to address the root causes of student difficulties in student-centered environments.