Error analysis of mathematical word problem solving across students with and without learning disabilities

Sheri Kingsdorf, Jennifer Krawec

Research output: Contribution to journalArticle

22 Scopus citations

Abstract

Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research.

Original languageEnglish (US)
Pages (from-to)66-74
Number of pages9
JournalLearning Disabilities Research and Practice
Volume29
Issue number2
DOIs
StatePublished - May 2014

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

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