Error Pattern Analysis of Elementary School-Aged Students with Limited English Proficiency

Yang, Chang-Kook; Sherman, Helene J.; Murdick, Nikki L.

doi:10.1080/24727466.2011.11790309

Cited by 10 publications

(12 citation statements)

References 24 publications

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“…Vygotsky (1978) argued that language is a powerful mediation of learning. Several researchers (Riccomini, 2005;Yang et al, 2011, Herhodt & Sapire, 2014 concluded that error analysis is an important skill needed for Mathematics teachers teaching non-native speakers of English. Earlier research findings have proved that language has a significant influence on the arithmetic understanding especially on the place values (Ross, 1986).…”

Section: Discussionmentioning

confidence: 99%

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Addition Error Patterns Among the Preschool Children

Muthukrishnan¹,

Kee²,

Sidhu³

2019

INT J INSTRUCTION

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This study aimed to identify the different types of factual, conceptual and procedural errors among the six-years-old preschool children. The data were collected from 45 children from 3 kindergartens. The children responded to a Math worksheet which had 20 addition problems based on the early numeracy curriculum. The worksheet was validated by two experienced early childhood teachers. Both quantitative and qualitative methods were used to analyze the data. A total of 166 errors which occurred in the addition work of the participants were analyzed and categorized under 9 different types of addition errors. Further, the study revealed that 58% of the total errors were conceptual, 28% were factual and the remaining 14% were procedural errors in the addition operations. To gain deeper insights to the quantitative findings, seven children were identified and interviewed based on the nine errors. Findings from the interviews further corroborated the quantitative findings that, these children experienced misconception of mathematical knowledge, lack of procedural skills and memorizing facts which are inter related and precursors of each other. The findings of this study will facilitate teachers to adopt effective interventions and teaching methods to improve mathematical learning. The error analysis allows educators and content developers to understand the key development of young learners' knowledge and abilities in addition operations.

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Section: Discussionmentioning

confidence: 99%

“…Studies have identified that not all errors can be attributed to misconception or procedural knowledge. The errors which arise due to other factors other than knowledge and skills are termed as careless errors as reported by Yang, et. al.…”

Section: Introductionmentioning

confidence: 99%

Addition Error Patterns Among the Preschool Children

Muthukrishnan¹,

Kee²,

Sidhu³

2019

INT J INSTRUCTION

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“…This multifaceted activity can be traced back to the work of Radatz in 1979. Not all errors can be attributed to reasoning faults; some are simply careless errors (Yang, Sherman & Murdick 2011), identified as "slips" (Olivier 1996:3), which can easily be corrected if the faulty process is pointed out to the learner. Slips are random errors in declarative or procedural knowledge, which do not indicate systematic misconceptions or conceptual problems (Ketterlin-Geller & Yovanoff 2009).…”

Section: Background: Teachers Learning From Child Assessment In National Testsmentioning

confidence: 99%

An error analysis in the early grades mathematics – a learning opportunity?

Herholdt¹,

Sapire

2014

SAJCE

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<p>Error analysis is the study of errors in learners’ work with a view to looking for possible explanations for these errors. It is a multifaceted activity involving analysis of correct, partially correct and incorrect processes and thinking about possible remediating strategies. This paper reports on such an analysis of learner tests. The tests were administered as part of the evaluation of an intervention project that aimed to teach mathematical problem solving skills to grade 1-4 learners. Quantitative error analysis was carried out using a coding sheet for each grade. A reliability coefficient was found for each test, as were item means and discrimination indexes for each item. The analysis provided some insight into the more common procedural and conceptual errors evidenced in the learners’ scripts. Findings showed similar difficulties across intervention and control schools and highlighted particular areas of difficulty. The authors argue that this analysis is an example of large-scale error analysis, but that the analysis method could be adopted by teachers of grades 1-4.</p>

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“…Not all students' error can be associated with conceptual and procedural knowledge. The error resulting from other factors than inadequate knowledge and skill is called "careless" (Yang, 2011) or "slipped" error (Oliver, 1996). It is called non-systematic error not due to conceptual or procedural knowledge.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Basic Ability Test in the Third Grade of Elementary School (a Case Study in Kebumen)

Wahyudi¹,

Joharman²,

Rokhmaniyah³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This research entitled "Mathematical Basic Ability Test in the 3rd grade of elementary school (A Case Study in Kebumen)" aimed (1) to describe the result of Mathematical Basic ability Test in the 3 rd grade of Elementary School in Kebumen Regency, (2) to describe the mastery level of Mathematical Basic Ability Test achieved by the 3 rd graders of elementary school in Kebumen Regency, (3) to describe the type of errors made by the 3 rd graders of Elementary School in Mathematical Basic Ability Test. The research approach employed was descriptive. This research was a case study conducted in Kebumen Regency area in 2018. The subject of research consisted of 871 3 rd graders in 40 elementary schools distributed in 5 sub districts in Kebumen Regency area. Data source employed was 3 rd graders and teachers of 3 rd grade of Elementary School. Meanwhile, techniques of collecting data used were test, interview, and observation. Data validation was carried out using source and technical triangulations. Data analysis was conducted using qualitative analysis technique encompassing data reduction, data display, and conclusion drawing or verification. The result of research showed that: (1) the ability of 3 rd graders of elementary school in Mathematical Basic Ability Test in Kebumen Regency reached mean score of 39.24; (2) the mastery level of Mathematical Basic Ability Test achieved by 3 rd graders of elementary school in Kebumen Regency has mean score of 40.46%; (3) the type of errors made the 3 rd graders of elementary school in Mathematical Basic Ability Test were: (a) writing, reading name of and symbol of number, (b) ordering number, (c) place value, (d) subtracting number, (e) multiplying 2 numbers, (f) dividing number, (g) mixed count operation, (h) comparing, adding, and subtracting fraction with same denominator, (i) counting currency value, (j) square, rectangle, angle, (k) measurement of length, width, weight, and time.

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Error Pattern Analysis of Elementary School-Aged Students with Limited English Proficiency

Cited by 10 publications

References 24 publications

Addition Error Patterns Among the Preschool Children

Addition Error Patterns Among the Preschool Children

An error analysis in the early grades mathematics – a learning opportunity?

Mathematical Basic Ability Test in the Third Grade of Elementary School (a Case Study in Kebumen)

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