Students’ Common Errors in Geometric Proving: Basis for an Enhancement Program

This Qualitative Research was conducted in November 2024 among three Geometry teachers in one of the public secondary schools in Dingle. It addressed in identifying common errors in geometric proof-writing among students and the underlying causes of these errors as basis for an enhancement program. The respondents were interviewed using guide questions which underwent content validation by three experts in the field of Mathematics. Thematic Data Analysis was used to analyze the responses of the teachers. The study revealed that common errors made by students during geometric proof-writing were incorrect or missing statements, organizational issues, and algebraic errors. These errors were caused by insufficient grasp of definitions and postulates, weak algebraic skills, difficulty in logical reasoning, and lack of confidence in mathematical abilities. The enhancement program, Remedial Class, on geometric proof-writing is recommended to the Geometry teachers in improving students’ ability to write accurately and effectively. These have helped the students develop a deep understanding of the concepts, strong problem-solving skills, and systematic approach to proof-writing. This study concluded that identifying common errors among students can significantly help address their difficulties in tackling problems involving geometric proof-writing. This process also promotes critical-thinking by encouraging precision in constructing valid proofs. Keywords: Common Errors, Geometric-Proof Writing