A Mixed-Methods Study Exploring Patterns in Sixth-Grade Students’ Mathematical Problem-Solving Errors

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Reflective Practices in Support of Student Learning in the Middle Grades (Table 8)

Abstract

Identifying middle school student mistakes in solving a mathematical problem is useful for informing skills to target in instruction. Analyzing error types is one way to understand what errors contributed to an incorrect solution. The objective of this study was to describe errors made by sixth-grade students’ when solving mathematical problem-solving tasks on a measure of problem-solving and any associations between error types within five mathematical domains. Number selection errors were the most common error type (32.57%), followed by missing step (24.59%) in multi-step problems and operation errors (21.75%). Five error types shared a statistically significant association within Geometry, Statistics and Probability, and Ratios and Proportions domains in the Common Core State Standards.

Authors

• Kristin L.K. Koskey, Drexel University

• Timothy D. Folger, Binghamton University - SUNY

• Jonathan D. Bostic, Bowling Green State University

• Yiyun Fan, Binghamton University - SUNY

• Dara N. Bright, Drexel University

• Turea Michelle Hutson, Drexel University

• Toni A. May, Binghamton University - SUNY

• Gabriel Matney, Bowling Green State University

• Gregory E. Stone, University of Toledo