Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving. (December 2020)

• Record Type: Journal Article
• Authors: Peltier, Corey; Peltier, Tiffany K.
• Is Part Of: Beyond behavior. Volume 29:Number 3(2020)
• Page Start: 141
• Page End: 151
• Publication Date: 2020-12
• Subjects: emotional and behavioral disorders -- error analysis -- mathematics -- problem solving; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/1074295620903050
• Languages: English
• ISSNs: 1074-2956

Abstract

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.