Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.1080/1045988X.2020.1818180 http://hdl.handle.net/10437/12504 |
Resumo: | We examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students’ performance on number knowledge and multiplication and division computation problems. Error analysis of students’ responses indicated that miscalculation and no attempt to solve the problem were the two most frequent error types. We found that older students made more errors compared to younger students. We argue that knowledge of individual student error types is critical to making sound instructional decisions. Based on the results of the present study, we discuss implications for future research and classroom practice. |
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Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic successEDUCAÇÃOAVALIAÇÃO DAS APRENDIZAGENSMATEMÁTICACÁLCULODIFICULDADES DE APRENDIZAGEMEDUCATIONSTUDENT ASSESSMENTMATHEMATICSCALCULUSLEARNING DISABILITIESWe examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students’ performance on number knowledge and multiplication and division computation problems. Error analysis of students’ responses indicated that miscalculation and no attempt to solve the problem were the two most frequent error types. We found that older students made more errors compared to younger students. We argue that knowledge of individual student error types is critical to making sound instructional decisions. Based on the results of the present study, we discuss implications for future research and classroom practice.Taylor & Francis2022-01-24T12:18:46Z2020-01-01T00:00:00Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.1080/1045988X.2020.1818180http://hdl.handle.net/10437/12504engTabacu, LuciaWatson, Silvana MariaChezar, LauraGable, RobertOliveira, Célia Regina GomesLopes, João Arménio Lamegoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-09T14:07:58Zoai:recil.ensinolusofona.pt:10437/12504Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:15:16.175006Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success |
title |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success |
spellingShingle |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success Tabacu, Lucia EDUCAÇÃO AVALIAÇÃO DAS APRENDIZAGENS MATEMÁTICA CÁLCULO DIFICULDADES DE APRENDIZAGEM EDUCATION STUDENT ASSESSMENT MATHEMATICS CALCULUS LEARNING DISABILITIES |
title_short |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success |
title_full |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success |
title_fullStr |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success |
title_full_unstemmed |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success |
title_sort |
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success |
author |
Tabacu, Lucia |
author_facet |
Tabacu, Lucia Watson, Silvana Maria Chezar, Laura Gable, Robert Oliveira, Célia Regina Gomes Lopes, João Arménio Lamego |
author_role |
author |
author2 |
Watson, Silvana Maria Chezar, Laura Gable, Robert Oliveira, Célia Regina Gomes Lopes, João Arménio Lamego |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Tabacu, Lucia Watson, Silvana Maria Chezar, Laura Gable, Robert Oliveira, Célia Regina Gomes Lopes, João Arménio Lamego |
dc.subject.por.fl_str_mv |
EDUCAÇÃO AVALIAÇÃO DAS APRENDIZAGENS MATEMÁTICA CÁLCULO DIFICULDADES DE APRENDIZAGEM EDUCATION STUDENT ASSESSMENT MATHEMATICS CALCULUS LEARNING DISABILITIES |
topic |
EDUCAÇÃO AVALIAÇÃO DAS APRENDIZAGENS MATEMÁTICA CÁLCULO DIFICULDADES DE APRENDIZAGEM EDUCATION STUDENT ASSESSMENT MATHEMATICS CALCULUS LEARNING DISABILITIES |
description |
We examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students’ performance on number knowledge and multiplication and division computation problems. Error analysis of students’ responses indicated that miscalculation and no attempt to solve the problem were the two most frequent error types. We found that older students made more errors compared to younger students. We argue that knowledge of individual student error types is critical to making sound instructional decisions. Based on the results of the present study, we discuss implications for future research and classroom practice. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01T00:00:00Z 2020 2022-01-24T12:18:46Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.1080/1045988X.2020.1818180 http://hdl.handle.net/10437/12504 |
url |
https://doi.org/10.1080/1045988X.2020.1818180 http://hdl.handle.net/10437/12504 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis |
publisher.none.fl_str_mv |
Taylor & Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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