Ahmad Naufal Aljura, Heri Retnawati
One reason for hindered learning outcomes in math at schools is students’ struggles with solving mathematical story problems (MSP), which can result in errors. This may suggest a deficiency in students’ mathematical reasoning (MRA) and mathematical communication abilities (MCA). This study aims to analyze high school students’ errors in solving MSP based on Casey’s error analysis (CEA) and the provision of GeoGebra-assisted scaffolding as part of a remedial program. Through a grounded theory (GT) analytical framework, research participants were purposively selected from grade XI students at a high school in East Bintan. After conducting CEA and providing GeoGebra-assisted scaffolding through MSP tests, interviews, and focus group discussions, the data obtained were analyzed using the systematic procedure of GT and the stages of Miles-Huberman-Saldaña (MHS). The results showed that students experienced almost all levels of Casey errors, with 10 factors that might cause errors identified. The GeoGebra-assisted scaffolding process was carried out leading to a decrease in student error percentages, an increase in students’ MRA and MCA, and stimulation of scaffolding agents from students. Additionally, a model and 12 theoretical propositions for future quantitative research were obtained. This research is valuable for educators, especially math teachers, and future research and education. The GeoGebra-assisted scaffolding is a demonstration of how technology can enhance mathematics education and learning. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.
Department of Mathematics Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Haniefa, Bimbel dan Ruang Remediasi Matematika, Bintan, Indonesia
