ERIC Number: EJ1286412
Record Type: Journal
Publication Date: 2021-Mar
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
Available Date: N/A
A Descriptive Analysis of the Error Patterns Observed in the Fraction-Computation Solution Pathways of Students with and without Learning Disabilities
Hwang, Jiwon; Riccomini, Paul J.
Assessment for Effective Intervention, v46 n2 p132-142 Mar 2021
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.
Descriptors: Error Patterns, Fractions, Addition, Computation, Problem Solving, Achievement Tests, Mathematics Achievement, Learning Disabilities, Students with Disabilities, Middle School Students, Ability Grouping
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.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Pennsylvania System of School Assessment
Grant or Contract Numbers: N/A
Author Affiliations: N/A