Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving

2020 ◽  
Vol 29 (3) ◽  
pp. 141-151
Author(s):  
Corey Peltier ◽  
Tiffany K. Peltier
Keyword(s):  
Error Analysis ◽  
Mathematical Problem ◽  
Individualized Instruction ◽  
Mathematics Performance ◽  
Mathematical Problem Solving ◽  
Case Scenario ◽  
Poor Students ◽  
Behavioral Needs ◽  
Mathematics Deficits ◽  
Effective Use

The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.

scholarly journals An error analysis in the early grades mathematics – a learning opportunity?

2014 ◽  
Vol 4 (1) ◽  
pp. 19 ◽  
Author(s):  
Roelien Herholdt ◽  
Ingrid Sapire
Keyword(s):  
Problem Solving ◽  
Error Analysis ◽  
Large Scale ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Analysis Method ◽  
Problem Solving Skills ◽  
Scale Error ◽  
And Control ◽  
Insight Into

<p>Error analysis is the study of errors in learners’ work with a view to looking for possible explanations for these errors. It is a multifaceted activity involving analysis of correct, partially correct and incorrect processes and thinking about possible remediating strategies. This paper reports on such an analysis of learner tests. The tests were administered as part of the evaluation of an intervention project that aimed to teach mathematical problem solving skills to grade 1-4 learners. Quantitative error analysis was carried out using a coding sheet for each grade. A reliability coefficient was found for each test, as were item means and discrimination indexes for each item. The analysis provided some insight into the more common procedural and conceptual errors evidenced in the learners’ scripts. Findings showed similar difficulties across intervention and control schools and highlighted particular areas of difficulty. The authors argue that this analysis is an example of large-scale error analysis, but that the analysis method could be adopted by teachers of grades 1-4.</p>

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