Year
1984
Paper Type
Master's Thesis
College
College of Education and Human Services
Degree Name
Master of Education (MEd)
Department
Education
Committee Chairperson
Dr. Sandra K. McDonald
Second Advisor
Dr. Royal Van Horn
Rights Statement
http://rightsstatements.org/vocab/InC/1.0/
Third Advisor
Dr. Paul Eggen
Abstract
One hundred forty students in grades 3, 5 and 8 were tested to compare error patterns for whole number addition, subtraction, multiplication, and division. Results showed that error patterns do persist from grade to grade. The most prevalent errors were: lack of mastery of basic addition and multiplication facts; failure to understand place value and numeration; and confusion with subtraction and regrouping. The study concluded that because error patterns endure, teachers must be prepared to identify and remediate, as well as prevent errors through informed methods. Future studies should focus on error patterns in other grades and the effect of computer assisted instruction on student errors.
Suggested Citation
Wallace, Catherine C., "A Comparison of Computational Error Patterns for Grades 3, 5 and 8" (1984). UNF Graduate Theses and Dissertations. 59.
https://digitalcommons.unf.edu/etd/59
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