Diagnostic Assessment in Third-Grade Subtraction: The Relation between Bridging Errors, Number of Errors and Mathematical Ability

Autor/inn/en	Vermeulen, Jorine A.; Béguin, Anton; Scheltens, Floor; Eggen, Theo J. H. M.
Titel	Diagnostic Assessment in Third-Grade Subtraction: The Relation between Bridging Errors, Number of Errors and Mathematical Ability
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 6, S.687-706 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vermeulen, Jorine A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2020.1856038
Schlagwörter	Diagnostic Tests; Grade 3; Elementary School Mathematics; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Subtraction; Problem Solving; Error Patterns; Mathematics Skills; Mathematics Achievement; Low Achievement; High Achievement; Formative Evaluation; Correlation; Urban Schools; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Subtraktion; Problemlösen; Fehlertyp; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Unterdurchschnittliche Leistung; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Niederlande
Abstract	Learning to solve subtraction problems that require borrowing (e.g., 83-57=) is challenging, and these problems often cause 'bridging' errors, such as the smaller-from-larger error. This study explores how bridging errors in subtraction are related to students' mathematical ability. The study involved 694 third-grade students and 35 teachers from 25 Dutch schools. Multilevel regression analyses showed that the number of bridging errors was positively related to the students' mathematical ability, after controlling for the total number of errors in subtraction. Thus, the students who had a high proportion of bridging errors within the total number of errors had a relatively higher mathematical ability compared to the students who had a low proportion of bridging errors. This result implies that diagnosing bridging errors may help to identify where students' stand within their mathematical development. The practical implications of this result for the design of diagnostic instruments are addressed in the discussion section. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01