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Systematic error patterns in subtraction: A study of teacher error identification.

机译：减法中的系统错误模式：教师错误识别的研究。

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摘要

Research was conducted to investigate teachers' ability to identify two systematic error patterns in subtraction (i.e., smaller-from larger and borrow-across-zero). Participants included both general and special education elementary teachers. The participants were presented with two sets of 20 subtraction problems (i.e., basic facts, computation, and word problems) representative of two different students' math performance. There were 10 errors in each set: (a) one wrong operation error, (b) five random fact errors, and (c) four identical defective algorithm errors (i.e., common and uncommon error pattern). The first set of subtraction problems contained the common error pattern and the second set contained the uncommon error pattern. Participants were asked to examine each incorrect subtraction problem and then describe the errors. Then, the participants were asked which type of error would they select to address first during math instruction to remediate future errors. An analysis of the data indicated that slightly more than half of the teachers were able to describe specific error patterns and no differences were found for common and uncommon errors. Overall, teachers did not base their instructional focus on the student error patterns and more than half (52%) of the teachers chose to address basic facts first during instruction.
机译：进行了研究以调查教师在减法中识别两个系统错误模式的能力（即较小的-从较大的到零的借位）。参加者包括普通和特殊教育的基础老师。向参与者展示了两组20个减法问题（即基本事实，计算和单词问题），代表了两个不同学生的数学表现。每组中有10个错误：（a）一个错误的操作错误，（b）五个随机的事实错误和（c）四个相同的有缺陷的算法错误（即常见和不常见的错误模式）。第一组减法问题包含常见的错误模式，第二组包含罕见的错误模式。要求参与者检查每个错误的减法问题，然后描述错误。然后，询问参与者在数学教学中他们将选择首先解决哪种错误，以纠正将来的错误。对数据的分析表明，略多于一半的教师能够描述特定的错误模式，对于常见错误和罕见错误没有发现差异。总体而言，教师并未将教学重点放在学生的错误模式上，超过一半（52％）的教师选择在教学过程中首先解决基本事实。

著录项

  • 作者

    Riccomini, Paul J.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Mathematics.;Education Special.;Education Elementary.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 113 p.
  • 总页数 113
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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