Error Analysis Case Study (1)

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Mathematics

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Feb 20, 2024

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Error Analysis Case Study 1 Error Analysis Case Study Assignment April Mcclary Liberty University EDLC 530 June 15, 2023

Error Analysis Case Study 2 Case Study Level A, Case 1 Dalton (p. 19-20) Dalton is a seventh-grade student learning about multiplication and decimals in his math class. Dalton is an extraordinarily strong student in mathematics until now. His performance in class has been not ideal. He is not engaged in class enough to learn the new concepts and unfortunately now he is doing very poorly in class. The main reason Dalton is doing poorly is since he does not know place value, nor does he understand decimals and where they go when they are used in multiplication problems (Brown et al, 2016). Unfortunately, Dalton is very much like many of his peers when they do not understand the concept of place value and the division, multiplication of decimals. This is also evident in adding and subtracting as well. This also happens when students are subtracting, dividing, fractions, etc. When subtracting fractions students tend not to understand the common denominator. To help Dalton, the instructor should give explanations and help not make more procedural errors. Dalton errors are normal for a 7th-grade student who was introduced to decimal point placement in adding, subtracting, multiplying, and dividing a problem. Dalton has a problem understanding decimal placement. It is the educator’s job to help Dalton get the help that he needs so he can perform better in class and prevent more mathematical errors from happening in the future. To help Dalton understand better the instructor can use various methods like using manipulatives, do another review on decimal placement, and reteach the lesson if it is necessary as well (Brown et al, 2016). The instructor can also do the modeling method where the instructor works the problem out and the student follows and does the same and works out the problem the same way. If the student is still struggling, then they might have to get a paraprofessional and get that one-on-one help that is needed. Case Study Level A, Case 2 Madison (p. 21-22) Madison is a second-grade student who has a disability in mathematics. She has some pros and cons with math just like any other student. Her strengths are that she is good with money. Unfortunately, Madison has a problem understanding time even when using clocks as manipulatives. Her instructor did an Individualized Education Plan which included using concrete objects to help Madison understand more. After looking at Madison’s work and her calculations and answered it is obvious, she is not understanding and because of that she has so many math errors. Madison is struggling with time especially since it is written differently in a variety of terms. One of the biggest problems is that she does not understand the vocabulary that goes with time. She has problems understanding vocabulary that goes with time. She has problems understanding vocabulary like “quarter or half-past" (Brown et al, 2016). The instructor can help Madison by creating a lesson on the vocabulary for specified time. Since Madison likes to count money that would be an excellent way for her to learn vocabulary and the meaning of ¼, .25 is the same as a quarter in money and math (Brown et al, 2016).

Error Analysis Case Study 3 Since concrete objects are being used to help Madison in math it is crucial that she continues to work with it and help with their understanding. The instructor can have students make their own clocks that will help them learn too. Also, Madison has her clocks and practices her vocabulary, allowing the educator to monitor how much of an impact it has on a student’s class programs. Case Study Level B, Case 2 Elias (p. 25-26) Elias is a 2 nd grader who is tutored and aided by a special education teacher. His Special Education teacher's name is Mrs. Gustafson she has been helping Elias with his math to support his learning disability. She keeps up with how well Elias is doing in class but also, she makes sure that she keeps an eye on his progress through collection of key data. However, Mrs. Gustafson data shows that she has not been making adequate progress (Brown et al, 2016, p. 25) through testing. After looking at his overall work it shows that he needs extra help with procedural errors. Elias's problem is that he is struggling with performing correct procedural errors especially when it comes to doing many steps in mathematics. He has problems with regrouping and doing double digit concepts (Brown et al., 2016). Elias might need help correcting his errors because he has a disability. To help Elias is by focusing on him and his needs and giving him that one-on-one help he needs. Do a review with him and the whole class and go through the steps of solving a math problem. Using a whiteboard will be helpful so that the students can work with the instructor and see all the steps she took to solve the problem. Children tend to do better when they can usually learn and see how the instructors are completing the problems. Then the instructor should have Elias demonstrate how he can do the problem himself and see where he made his errors in solving the problems. That will help Elias but also let the instructor and aid monitor his progress. Case Study Level C, Case 1 Wyatt (p. 27-28) Wyatt is a 6 th grade student who does not understand the concept of multiplication and fractions. Mr. Goldberg has noticed that his students do not understand multiplication of fractions. He did a lesson on multiplication and fractions because it is the hardest concept for students to grasp. It can lead to students struggling. It is obvious that Wyatt is having mathematical errors because he is multiplying more than one fraction with a common denominator. Wyatt will use addition and subtracting mathematical concepts to help him with fractions such as keeping the same denominators through multiplication (Brown et al., p. 28). To help Wyatt the instructor should have Wyatt do a problem on the whiteboard and have him explain how he got the answer. Then next do a multiplication fraction to monitor Wyatt’s progress and just how much he knows. Then get their feedback from the student by re-explaining concepts. Then let the stud e nts work on the handout themselves to see if they understand the math and the lesson plan.

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Error Analysis Case Study 4 Reference Brown, J., Skow, K., & The IRIS Center. (2016). Mathematics: Identifying and addressing student errors. The Iris Center.

Error Analysis Case Study (1)

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