عنوان مقاله [English]
The purpose of this study was to investigate the effect of the control factor, from Schoenfeld’s viewpoint, on reducing the error of tenth grade students (of experimental field) in solving problems related to trigonometric ratios based on Newman error analysis model in Fereiden city of Isfahan. For Schoenfeld, control means how to select and use appropriate resources and strategies that help to solve the problem. Newman's error analysis model includes five hierarchical steps including reading, comprehension, conversion, processing skills, and writing. According to this model, a person needs to go through these steps in solving a mathematical problem, and an error in each of these steps prevents him from reaching the appropriate answer. This research was applied in terms of purpose and quasi-experimental in terms of method. The research population included all male tenth year students (of experimental field, n= 60) in the city of Fereiden, in the academic year of 2017-2018. The research sample consisted of 48 students who were selected by convenience sampling method. Data was collected through conducting pre and post-tests, the validity of which was determined by 11 experienced math teachers. Data of this study were analyzed using the U-man Whitney test. The results showed that strengthening the students’ control skills from Schoenfeld’s point of view significantly reduces the error in the steps of reading, comprehension and conversion; however, no significant reduction was observed in processing and writing steps’ errors. The highest number of errors in the pre-test was related to the steps of comprehension and conversion, and in the post-test, they were related to the steps of conversion and processing. This study also showed that most students do not have sufficient mastery in performing mathematical calculations.