Exploring Patterns in Middle-Grade Students’ Mathematical Problem-Solving Errors by Domain to Identify Areas for Growth

• In Event: Student Perspectives at the Middle Level

Abstract

Error analysis is useful to understand students’ mathematical problem solving for targeted instruction. The objective of this study was to describe errors made by grades 6-8 students when solving word problems on a mathematical problem-solving measure by the six Common Core State Standard domains. Missing steps in a multi-step problem was the most common error in three of the domains, while incorrect operations and equations was most prevalent in the other three domains. While common error types were similarly identified across domains, qualitative analysis revealed these errors presented differently by domain. Findings suggested more nuanced target areas for growth in mathematical concepts and skills required for solving different types of mathematical word problems at the middle-grade level.

Authors

• Yiyun Fan, Binghamton University - SUNY

• Timothy D. Folger, Binghamton University - SUNY

• Kristin L.K. Koskey, Drexel University

• Michael Klein, Drexel University

• Casey E Hanna, Binghamton University - SUNY

• Cindy Yovanov, Drexel University

• Toni A. May, Binghamton University - SUNY

• Gabriel Matney, Bowling Green State University

• Jonathan D. Bostic, Bowling Green State University

• Gregory E. Stone, University of Toledo