An Analysis of Students’ Error in Learning Mathematical Problem Solving; the Perspective of David Kolb’s Theory

Schoenfeld and Sloane argued that the main task of mathematics education is to explain students’ thought processes in order improve quality learning. Many students make errors answering maths tests. It turns out various types depend on learning styles. The focus this research was analyze solving problems based differences styles according David Kolb’s theory experiential study conducted at Vocational Middle School Cirebon-Indonesia. used a qualitative case approach. instrument Kolb Learning Style Inventory (KLSI version 3.1), math For data analysis, triangulation techniques. four categories orientations were found among 24 who participated study, namely converging, accommodating, assimilating, diverging. difference with other studies focuses discussing student Each type style associated its unique errors. Errors made by divergers procedural misunderstandings; assimilators’ error conceptual errors; convergers’ error; accommodators theoretical error. Conceptual caused misunderstanding existing concepts, leading answer Strategy can be encountered when they stuck test. A occurred non-systematic method completing