You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Analyzing and Modeling Arithmetic Errors
John A. Blando, Anthony E. Kelly, Beth R. Schneider and D. Sleeman
Journal for Research in Mathematics Education
Vol. 20, No. 3 (May, 1989), pp. 301-308
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/749518
Page Count: 8
You can always find the topics here!Topics: Arithmetic, Modeling, Students, Addition, Mathematical procedures, Algebra, Error rates, College students, Mathematics, Universities
Were these topics helpful?See something inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Thirty-nine seventh-grade students completed an arithmetic test designed to uncover errors involving misunderstandings of (a) operations with whole numbers, (b) grouping symbols, and (c) rules of precedence (order of operations). Both the students' final answers and the intermediate steps for each test item were analyzed, and models to represent students' behaviors were developed. Certain types of errors were common across students. Errors were found to be closely tied to the format of the test item. Variations in the formats of test items that left the underlying computations unchanged exposed some students' superficial understandings of mathematical concepts.
Journal for Research in Mathematics Education © 1989 National Council of Teachers of Mathematics