Elements of Difficulty Level in Mathematics* - Software Engineering, Artificial Intelligence, Networking and Parallel/Distributed Computing - page 87

 If the physical situation is not normal or spiritual leader or learner, impos-

sible to make accurate data is expected. In that case, to temporarily stop
the data collection at the discretion of the leader. Once with fever, I
paused once data collection in the deterioration of mental status in the col-
lection of this data

4 Classification of Incorrect Reason

We have analyzed the papers and interviews with learners. We list quantity in
Table 1.

Table 1 Analysis of questionnaires and interview

Student Person Incorrect reasons

Elementary school 4 342

Junior-high school 5 451

High school 6 432

College 5 442

University 15 368

4.1 Lack of Understanding

Yoshizawa says that misstep about Mathematics has 16 types (Yoshizawa 2006).
 Special treatment on 0 and 1

 The misunderstanding about the meaning of the symbols

 The realization that the shape of the representation may be different if it is

the same as the mathematical

 How to use “and”, “or” and “so”

 How to use “all” and “some”

 Negative X negative=positive

 A rough idea in the calculation

 Understanding of the meaning of the problem statement and description

 The order of action and movement

 Reverse of action and movement

 Abstraction to learn while lack of awareness of specific

 Examination of the validity of the expression deformation and application

of official

 Error in the object to be compared with respect to the ratio

 Gap in understanding surface caused by the change of the unit and expan-

sion of the subject to be handled

 Lack of graphical feeling

 Learning content needed Intuitive explanation