A Descriptive Analysis of the Error Patterns Observed in the Fraction-Computation Solution Pathways of Students with and without Learning Disabilities

Autor/inn/en	Hwang, Jiwon; Riccomini, Paul J.
Titel	A Descriptive Analysis of the Error Patterns Observed in the Fraction-Computation Solution Pathways of Students with and without Learning Disabilities
Quelle	In: Assessment for Effective Intervention, 46 (2021) 2, S.132-142 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Jiwon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419872256
Schlagwörter	Error Patterns; Fractions; Addition; Computation; Problem Solving; Achievement Tests; Mathematics Achievement; Learning Disabilities; Students with Disabilities; Middle School Students; Ability Grouping; Pennsylvania; Pennsylvania System of School Assessment + Suchen Sie Ihr Suchwort? Fehlertyp; Bruchrechnung; Problemlösen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	Developing an understanding of fractions is critical as a significant predictor for the learning progression of advanced domains; however, students face significant challenges in learning fractions because of their unique properties. To systematically approach remediation, this study examined the common error patterns committed by middle-school students with and without learning disabilities in mathematics when solving fraction computations involving addition. Based on the logic that errors reflect meaningful misconceptions, errors associated in each solution stage established in a solution algorithm were analyzed. Findings provide instruction implications to develop practical guidelines for researchers, insights into a starting point of instruction when teaching students in diverse achievement levels, and an awareness about specific problematic areas requiring more intensive instruction and intervention. Careful consideration of errors associated within a solution pathway can maximize the efficacy of instructions. Future research directions, educational implications, and limitations are discussed. (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	2022/1/01