東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Understanding Error Patterns in Inte...

Lin, Tzu-Hsing,

FindBook

Google Book

Amazon

博客來

Understanding Error Patterns in Integer Operations for Students With and Without Specific Learning Disabilities: A Descriptive Analysis /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding Error Patterns in Integer Operations for Students With and Without Specific Learning Disabilities: A Descriptive Analysis // Tzu-Hsing Lin.
作者:	Lin, Tzu-Hsing,
面頁冊數:	1 electronic resource (77 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-05, Section: B.
Contained By:	Dissertations Abstracts International86-05B.
標題:	Educational tests & measurements. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31631240
ISBN:	9798346377429

Understanding Error Patterns in Integer Operations for Students With and Without Specific Learning Disabilities: A Descriptive Analysis /
Lin, Tzu-Hsing,

Understanding Error Patterns in Integer Operations for Students With and Without Specific Learning Disabilities: A Descriptive Analysis /Tzu-Hsing Lin. - 1 electronic resource (77 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: B.

Integers present a global challenge for students due to their abstract nature and complex operations. To delve into the challenge students encountered, error analysis served as an alternative method to investigate errors diagnostically. This study aimed to explore error patterns related to integer addition and subtraction among seventh-grade students with and without disabilities. We designed a measure and employed systematic coding to identify levels of misconceptions and compared errors between the two groups. The results indicated that (a) students struggled more with integer subtraction problems than addition problems, specifically the problem type ( 2)  ( 3); (b) students with disabilities struggled with integer addition more, involving one negative addition problem type; (c) both groups made conceptual and procedural errors frequently in subtraction, indicating more severe misconceptions, while students with disabilities committed more conceptual and procedural errors in integer addition. In addition, students without disabilities demonstrated more carelessness across problem types, while students with disabilities tended to make more omission errors; and (d) error patterns included misinterpreting signs, determining the negative symbol within parentheses, disregarding unary/binary signs, omitting a negative sign for the final answer, relying on rote memorization, and misusing the number line. This study sheds light on students' difficulties with integers and offers valuable implications for educators and researchers. Based on these findings, teachers may consider providing differentiated instruction for students with and without disabilities concerning problem types, error types, and error patterns.

English

ISBN: 9798346377429Subjects--Topical Terms:

3168483
Educational tests & measurements.

Understanding Error Patterns in Integer Operations for Students With and Without Specific Learning Disabilities: A Descriptive Analysis /
LDR:03210nmm a22004213i 4500 001 2431788
005 20250624130451.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346377429
035 $a (MiAaPQD)AAI31631240
035 $a (MiAaPQD)PennState25362tfl5403
035 $a AAI31631240
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Lin, Tzu-Hsing, $e author. $3 3820756
245 1 0 $a Understanding Error Patterns in Integer Operations for Students With and Without Specific Learning Disabilities: A Descriptive Analysis / $c Tzu-Hsing Lin.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (77 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: B.
500 $a Advisors: Riccomini, Paul J. Committee members: Lee, David L.; Yao, Xiangquan; Hughes, Elizabeth M.
502 $b Ph.D. $c The Pennsylvania State University $d 2024.
520 $a Integers present a global challenge for students due to their abstract nature and complex operations. To delve into the challenge students encountered, error analysis served as an alternative method to investigate errors diagnostically. This study aimed to explore error patterns related to integer addition and subtraction among seventh-grade students with and without disabilities. We designed a measure and employed systematic coding to identify levels of misconceptions and compared errors between the two groups. The results indicated that (a) students struggled more with integer subtraction problems than addition problems, specifically the problem type ( 2)  ( 3); (b) students with disabilities struggled with integer addition more, involving one negative addition problem type; (c) both groups made conceptual and procedural errors frequently in subtraction, indicating more severe misconceptions, while students with disabilities committed more conceptual and procedural errors in integer addition. In addition, students without disabilities demonstrated more carelessness across problem types, while students with disabilities tended to make more omission errors; and (d) error patterns included misinterpreting signs, determining the negative symbol within parentheses, disregarding unary/binary signs, omitting a negative sign for the final answer, relying on rote memorization, and misusing the number line. This study sheds light on students' difficulties with integers and offers valuable implications for educators and researchers. Based on these findings, teachers may consider providing differentiated instruction for students with and without disabilities concerning problem types, error types, and error patterns.
546 $a English
590 $a School code: 0176
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Special education. $3 516693
650 4 $a Signs. $3 3686556
650 4 $a Achievement tests. $3 565866
650 4 $a Learning disabilities. $3 518903
650 4 $a Sea level. $3 544062
650 4 $a Mathematics. $3 515831
650 4 $a Error analysis. $3 3562845
650 4 $a Teachers. $3 529573
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Cognitive psychology. $3 523881
650 4 $a Disability studies. $3 543687
650 4 $a Educational evaluation. $3 526425
690 $a 0405
690 $a 0633
690 $a 0201
690 $a 0443
690 $a 0288
690 $a 0529
710 2 $a The Pennsylvania State University. $e degree granting institution. $3 3765934
720 1 $a Riccomini, Paul J. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05B.
790 $a 0176
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31631240