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AutorenNelson, Gena; Powell, Sarah R.
TitelComputation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students
QuelleIn: Assessment for Effective Intervention, 43 (2018) 3, S.144-156 (13 Seiten)
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ZusatzinformationORCID (Powell, Sarah R.)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1534-5084
DOI10.1177/1534508417745627
SchlagwörterComputation; 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
AbstractThough 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).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2018/3/09
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