Analysis of Elementary School Teacher Education Students' Errors in Solving Mathematical Problems Based on Newman's Theory

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Qualitative case study reveals types of errors in mathematical problems among teacher education students, indicating key areas for improvement.

The most frequent errors were process errors, occurring at a rate of 32.97% among students.
Transformation errors were noted at 27.47%, while writing final answers accounted for 29.67% and understanding problems for 9.89%.
Qualitative case study analysis involved 18 students from the Elementary School Teacher Education program using interviews and tests.
These findings highlight the need for students to enhance independent problem-solving skills, particularly in understanding and writing responses.

Muhassanah et al. (2025) studied this question.

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Qualitative case study reveals types of errors in mathematical problems among teacher education students, indicating key areas for improvement.