Solving Mathematical Word Problems: Examining Seventh-Grade Students’ Errors Across Common Core Standards for Mathematics Content

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  In Roundtable Session: Evolving Strategies in Mathematics Education: Assessment, Intervention, and Achievement (Table 11)

Abstract

The purpose of this study was to investigate seventh-grade students’ errors on the Problem Solving Measure for Grades 6-8 Computer Adaptive Test, a formative assessment aligned to the Common Core State Standards for Mathematics (CCSSM). An exploratory sequential mixed methods design was employed to (a) explore students’ errors and (b) examine the association between error-typologies and CCSSM. A priori coding of students’ errors revealed that missing-step and operation errors are prevalent across standards, underscoring the challenges students face when solving complex problems lacking an apparent solution strategy. Statistically significant associations between error types and mathematics standards suggest that providing feedback at the standard level, rather than by mathematical domain, may provide a clearer picture of students’ strengths and weaknesses.

Authors

• Timothy D. Folger, Binghamton University - SUNY

• Yiyun Fan, Binghamton University - SUNY

• Kristin L.K. Koskey, Drexel University

• Casey E Hanna, Binghamton University - SUNY

• Michael Klein, Drexel University

• 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