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ERIC Number: EJ1179493
Record Type: Journal
Publication Date: 2018-Jun
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1534-5084
Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students
Nelson, Gena; Powell, Sarah R.
Assessment for Effective Intervention, v43 n3 p144-156 Jun 2018
Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 third-grade students on a measure of mathematics computation. Results indicated that using the wrong operation was the most common identifiable error for all students. Students with MD had similar accuracy rates for item categories (e.g., addition items) compared to typically achieving students, but students with MD consistently had more variability in incorrect item responses. This study has implications for efficacious computation instruction for students in the elementary grades. [For the full text grantee submission, see ED578875.]
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wide Range Achievement Test
IES Funded: Yes
Grant or Contract Numbers: R324A150078