Error Analysis Case Study Assignment
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Error Analysis Case Study Assignment
Madison’s Math Misconception
Brandi O’Laughlin
School Of Education, Liberty University
EDUC 323 Teaching Elementary and Middle School Mathematics
Professor Brevard
November 6, 2023
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Error Analysis Case Study-Madison
second grade and is eight years old. Madison has an IEP (Individualized education program) because she has a specific learning disability in math. In Madison’s IEP, it states that Madison learns and comprehends concepts better when using manipulatives and physical objects. Madison
performed well in the chapter on money that the class just finished however, Madison is struggling to grasp the current instructional math concept of telling time. The teacher, Ms. Brooks used a physical clock with movable hands to help Madison grasp the concept of the lesson, but Madison does not seem to be comprehending it well.
After reading and reviewing Madison’s case study, the first step in evaluating and assessing why Madison is struggling is to conduct an error analysis on Madison’s recent quiz. Error analysis is a diagnostic assessment that help collect data about the students’ progress. When using this type of assessment teachers can determine an error pattern when the quiz contains three to five of the same style of problems. This will allow a pattern to be determined with in the missed problems. The quiz given to Madison consists of ten problems, three problems identifying the time on the clock and writing the time down, six problems drawing the hands on the clock of the time given below, and one word problem that has Madison draw the hands on the clock again. Seven of the ten problems on the assessment were the same type of question so a
error pattern was able to be established. After grading the quiz, I was surprised to see that Madison only missed three problems, receiving a seven/ten. However, it was evident that there were common error patterns in the three
problems that she missed, which were all problems with the verbiage “ quarter past”. Madison answered the questions by placing the big hand on the five or seven indicating twenty-five passed the hour or twenty-five before the hour. Madison is identifying time like money in the
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Error Analysis Case Study-Madison
quarter sense. To determine the reason Madison showed this specific error pattern I read and revied the STAR sheets. To Identify error patterns in math, there are three categories used to identify where the students lack knowledge or misunderstanding is coming from. The categories are factual, procedural and conceptual errors. Simply explained, factual errors are from a lock of information about the concept, procedural errors are made by solving the steps in a math problem
incorrectly and conceptual errors are from a misunderstanding of the concept. Madison’s error seems to fit into the conceptual error category. Her common errors are based off of one part of telling time which the terminology and verbiage is used in “quarter passed” or “quarter to”. Madison is thinking a quarter is twenty-five minutes instead of fifteen minutes. To confirm Madison is experiencing this conceptual error, the next step would be to employ helpful strategies to collect more data to help understand Madison’s struggle with the concept. Strategies are helpful data collection tools in helping determine the reason for the errors.
The strategies listed in the STAR sheets are Interviewing the students, observe the student and look for exception to an error pattern with the student. Interviewing the student is a helpful strategy because it is important to talk to the students about their reasoning on why or how they solved the math problem or concept. A lot of information, data and insight can be collected by hearing and understanding the students point of view and perspective.
“Y
ou can assess students as they complete an activity, observing as students discuss and justify—in short, while students are doing mathematics—and gain information that provides insight into the nature of the students’ understanding of that idea” (Walle, 2018). Madison can be asked directly how and why she answered the way she did on the assessment. Following the interview, the information collected from the teacher will be able to determine if the error analysis, conceptional error pattern, and interview data line up.
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Error Analysis Case Study-Madison
The next strategy is to observe the student. Observing Madison will help the teacher use all the data collected to identify or confirm the error pattern and any other problems Madison may be having. Many times, during observation, factual, procedural and conceptual errors can be seen
through watching the student work through a problem. During observation the teacher should look for Madison’s common errors and why she is making the errors. Walle states, watching the students’ ability to perform and the confidence they have in their performance is also important evidence to consider during the observation process (Walle, 2018). This statement from Walle is
important to consider with Madison due to her learning disability in math and her IEP. The third strategy is to look for exceptions to an error pattern. This strategy is very important in Madison’s case because she has a specific math learning disability which must be considered. Madison could be making computational errors even though she has a strong conceptual understanding and may just struggle with applying the strategies or skill to solve the problem. Extra time, patience and practice in small groups and interventions to aide in her IEP goals may be just what she needs to grasp the math concept. After reviewing each strategies and applying them to all the data collected it is time to address the error patterns with the student. In this case, discuss the error with Madison and provide explicit instruction to help correct the students error. In this case, an effective teaching strategy for Madison would be using modeling the use of the clock manipulatives and reviewing the math concept of “telling time”. It is important to note that Madison’s common error is stated to her explicitly. Show Madison exactly what the error is and why it is not correct, then demonstrate the correct method or reasoning. Once modeling and guided practice have been completed, the teacher should allow Madison to have independent practice to show her comprehension of the concept. After completing all the steps in the instruction process, Madison
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Error Analysis Case Study-Madison
should be reassessed to check for mastery or improvement of the math concept.
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References
Brown, J., Skow, K., Med, Smith, D. D., Co-Director, & Tyler, N. C. (2016).
Mathematics: Identifying and Addressing Student Errors CASE STUDY UNIT IRIS@CGU Technical Assistance and Training Mathematics: Identifying and Addressing Student Errors
. https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_matherr.pdf
Walle, J.A.V. D., Karp, K. S., & Bay-Williams, J. M. (2018). Elementary and Middle School Mathematics (10th ed.). Pearson Education (US). https://libertyonline.vitalsource.com/books/9780134802077
Watch: Using Assessments to Adjust Instructions in Mathematics in Week 2 Content
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