Identifying and Addressing Student Errors Responses
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School
Bridgewater State University *
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Course
365
Subject
Mathematics
Date
Apr 3, 2024
Type
Pages
2
Uploaded by ConstableIceLeopard23
Name
Mathematics: Identifying and Addressing Student Errors
Level A Case 1
4. Examine the scored worksheet and determine Dalton’s error pattern.
Dalton has a procedural error. He has a very strong foundation in math, as his actual multiplication work
is correct. However, in every problem except for problem #11 He has placed the decimal point in the
wrong place. He has a strong foundation in basic math skills, but is struggling to complete the correct
operation of moving the decimal point to the correct place value.
Level A Case 2
4. Examine the scored quiz and determine Madison’s error pattern.
Madison has made a factual error. She does very well on her time telling quiz, both on reading the times
and being able to draw the hands on the clock. However she struggles with the concept of “quarter: in
relation to time. In her work, she is putting quarter past or before a certain time at 25 minutes after or
before the respective time. She is thinking of a quarter in terms of money, or out of a hundred, or how a
quarter is 25 cents, instead of breaking the clock down into quarters and thinking of it that way.
Level B Case 1
4. Examine the scored assignment and discuss at least 3 possible reasons for Shayla’s error pattern.
Level B Case 2
4. When Mrs. Gustafson scores the probe, she finds two possible explanations. One is that Elías is making
a conceptual error, and the other is that he doesn’t understand or is not applying the correct procedure.
a. Assume that his error pattern is procedural. Describe Elías’ possible procedural error pattern.
For a procedural pattern, Elias is doing the addition properly, but he is not regrouping in the tens column,
and instead is listing the sum of the place value and writing it down separately. This is a procedural error
under regrouping errors.
b. Assume that his error pattern is conceptual. Describe Elías’ possible conceptual error pattern.
His possible conceptual error would be overgeneralization. Due to a lack of conceptual understanding,
the student incorrectly applies rules to his [roblems.
5. Because the instructional adaptations Mrs. Gustafson will make will depend on Elías’ error pattern,
she must be sure of the reasons for his errors. Explain at least one strategy Mrs. Gustafson could use to
determine Elías’ error type.
Level C Case 1
4. Review Wyatt’s scored assignment sheet.
a. Describe Wyatt’s error pattern.
Wyatts error pattern is a procedural error, failing to change/ actually multiply the denominators in the
problem.
b. Discuss any exceptions to this error pattern. What might these indicate?
5. Based on Wyatt’s error pattern, which of the two strategies described in the Addressing Error
Patterns STAR Sheet would you recommend that Mr. Goldberg use to remediate this error?
Explain your response.
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