Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving

The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits...

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Bibliographic Details
Published in:Beyond behavior 2020-12, Vol.29 (3), p.141-151
Main Authors: Peltier, Corey, Peltier, Tiffany K.
Format: Article
Language:English
Subjects:
Behavior Disorders
Emotional Disturbances
Error Patterns
Identification
Individualized Instruction
Mathematics Achievement
Mathematics Instruction
Mathematics Skills
Problem Solving
Remedial Mathematics
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Summary:The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.
ISSN:1074-2956
2163-5323
DOI:10.1177/1074295620903050