Leveraging Common Mathematical Errors to Support Understandings of Equivalence and Operations (Poster 23)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning Sciences SIG Poster Session 2: Co-Design, Math, Science, and Language Learning

Abstract

Reflection on errors improves mathematics learning for students with low prior knowledge. However, limited research exists on errorful learning with math-challenged students and lower-grade levels. This study, conducted in a school on a University campus, included students diagnosed with mathematics and reading disabilities. In this within-subjects study, students in grades 4-6 (N = 24) participated in one-on-one trainings, reflecting on errorful learning tasks targeting misconceptions about equivalence and operations. We examine 1) improvements in equivalence and operations knowledge, 2) reductions in targeted errors, and 3) differential learning by domain. Students showed moderate to large improvements in problem-solving on equivalence and operations posttest, including reduced error rates. These results indicate that errorful learning benefits students with learning difficulties or at risk.

Authors

• Sarah Clerjuste, University of Delaware

• Elena Silla, University of Delaware

• Kamal Chawla, University of Maine

• Christina Areizaga Barbieri, University of Delaware