Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success

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dc.contributor.authorTabacu, Lucia M.
dc.contributor.authorWatson, Silvana Maria
dc.contributor.authorChezar, Laura C.
dc.contributor.authorGable, Robert
dc.contributor.authorOliveira, Célia R.
dc.contributor.authorLopes, João
dc.contributor.institutionHEI-LAB - Human Environment Interaction Lab
dc.date.issued2020
dc.descriptionPublisher Copyright: © 2020 Taylor & Francis Group, LLC.
dc.description.abstractWe 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.en
dc.description.sponsorshipThis research was sponsored by a research award to the second authorfrom the Fulbright U.S. Scholar Program
dc.identifier.citationTabacu, L M, Watson, S M, Chezar, L C, Gable, R, Oliveira, C R & Lopes, J 2020, 'Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success', Preventing School Failure, vol. 65, no. 1, pp. 58-69. https://doi.org/10.1080/1045988X.2020.1818180
dc.identifier.doihttps://doi.org/10.1080/1045988X.2020.1818180
dc.identifier.issn1045-988X
dc.identifier.urlhttps://www.scopus.com/pages/publications/85091120044
dc.language.isoeng
dc.peerreviewedyes
dc.publisherTaylor and Francis Ltd.
dc.relation.ispartofPreventing School Failure
dc.rightsclosedAccess
dc.subjectEDUCAÇÃO
dc.subjectAVALIAÇÃO DAS APRENDIZAGENS
dc.subjectMATEMÁTICA
dc.subjectCÁLCULO
dc.subjectDIFICULDADES DE APRENDIZAGEM
dc.subjectEDUCATION
dc.subjectSTUDENT ASSESSMENT
dc.subjectMATHEMATICS
dc.subjectCALCULUS
dc.subjectLEARNING DISABILITIES
dc.titleLooking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic successen
dc.typearticle

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