The error pattern analysis in solving the fill-in the blank problems in adding and subtraction at the third grade students with mathematical learning difficulties.

• Main Authors: Wen-Hui Mei, 梅文慧
• Other Authors: Shiunn-Sheng Wu
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/43424249171891092021

碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 91 === The purpose of this research is to analyze the mathematical problem of grade 3 students’ errors in fill-in the blank in addition and subtraction, to investigate the possible cause of mistakes of these kind accordingly. Last, provide a useful teaching strategy for teachers when they encounter the similar problem. Therefore, they will provide useful information for the research later on. Data of this research were gathered through paper-pencil test and interview. There were 35 subjects in this research. Those subjects were Grade 3 students in regular classes in Nantou County. Those subjects were students with mathematical learning difficulties. Those subjects took the “within-two-digits subtraction and addition problem-solving inventory”. In addition, they were interviewed randomly by the research in order to know how they arrived the answers. In paper-pencil test, test items were analyzed by its validity and its reliability. Subjects’ errors were shown in frequency and percentile rank. In interviews, the error types were analyzed and the possible caused of the error were analyzed as well. The results were integrated in order to give useful suggestion for the future teachers. The results of this research are: the main error types are the misuse of calculation symbols, the misuse of numbers to add up and/or subtract, and, place value conceptual problems. The most errors were the misuse of wrong mathematical symbols. All subjects had made errors of this kind. In making calculation errors, the main reason was the student’s ability in understanding mathematical word problems. Because of this misunderstanding, subjects made errors in misuse mathematical symbols, conceptual problems. Suggestions for the teachers are listed as follows: 1. Reinforce the understanding of word problems. 2. Reinforce the understanding of place value. 3. Be carefull in using verbal hint in teaching mathematics. 4. Reinforce students’ ability in calculation. 5. Reinforce students’ ability in both conventional calculation and the constructive mathematics. Suggestions in doing evaluations are listed as follows: Evaluation should focus on the comprehension of word problem.