“How Do Students Get Answers Like These?” Nine Steps in Diagnosing Computation Errors

Abstract

There is growing recognition that the bulk of the traditional, nofm-referenced tests fail to he@ teachers make instructional decisions. In rejecttng these measures, diagnosticians and teachers alike are seeking strategies for identifying and dire&y remediating mistakes students make in W m etic computation. n7is article presents a stepby-step series of operations for analyzing and categorizing aritf?metic errvrs, for selecting cormthe strategies, and for applying peer-referenced standards to judge the performance of special-needs students.

View of Teachers about Computation Errors of Students Learning Disabilities and Mathematic Disabilities

“…It is important for the teachers to determine the students' errors in addition and subtraction by conducting error analysis and to plan their programs on this basis. Determining the students' errors in operations systematically asks for focusing on which processes and methods they need in order to solve questions, why they make the errors and which strategies they misuse (Enright, Gable and Hendrickson, 1988;Ganschow, 1984;Govindan and Ramaa, 2013). Thus, teachers can help students develop their problem solving skills by considering students' individual differences and academic progress; they can monitor students' performance and make a more effective and qualified instruction (Gingsburg,1989;Smith and Rivera,1991).…”