Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students

Autor/inn/en	Nelson, Gena; Powell, Sarah R.
Titel	Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students
Quelle	In: Assessment for Effective Intervention, 43 (2018) 3, S.144-156 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417745627
Schlagwörter	Computation; Mathematics Instruction; Learning Problems; Mathematics Skills; Error Patterns; Comparative Analysis; Grade 3; Elementary School Students; Accuracy; Achievement Tests; Coding; Test Items; Difficulty Level; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernproblem; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fehlertyp; School year 03; 3. Schuljahr; Schuljahr 03; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Codierung; Programmierung; Test content; Testaufgabe; Schwierigkeitsgrad
Abstract	Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 third-grade students on a measure of mathematics computation. Results indicated that using the wrong operation was the most common identifiable error for all students. Students with MD had similar accuracy rates for item categories (e.g., addition items) compared to typically achieving students, but students with MD consistently had more variability in incorrect item responses. This study has implications for efficacious computation instruction for students in the elementary grades. [For the full text grantee submission, see ED578875.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01