| Abstrakt: |
In this article, we examine the effects of a mathematical problem-solving instructional program on the frequency and types of errors made by middle school students with and without learning disabilities (LD). The intervention was randomly assigned at the school level, which resulted in 177 students in the treatment group and 117 students in the comparison group. Seventh- and eighth-grade students completed 2 different 10-item problem-solving assessments, one prior to the intervention, and the second a month later. Using error analysis, we coded 5 typical mathematical errors made by students during problem solving: operation, computation, careless, unidentified, and omission. Independent analysis of each of the 2 time points using ANOVA showed that, prior to the intervention, students who received treatment performed similarly to students who did not receive treatment with regard to total errors made; further, no difference was found on the total number of errors made between low-achieving students and students with LD. Following intervention, students who received the treatment made statistically significantly fewer operation, computation, unidentified, and total errors than students who did not receive the treatment. Also, students with LD who received the treatment made fewer total errors than low-achieving students who received the treatment. Implications of findings for classroom practice and directions for future research are discussed. [ABSTRACT FROM AUTHOR] |
