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Bisschop, Villarroel, Rodríguez, Peake & Jiménez (2012) [conference]

Arithmetic Word Problem Solving in children with LD: A Cross-Sectional Study on Error Patterns
Authors: Bisschop, E., Villarroel, R., Rodríguez, C., Peake, C., & Jiménez, J.E.
Conference: Simposia participation at 21st Annual World Congress on Learning Disabilities.
Organizer: Learning Disabilities Worldwide.
Place: Oviedo, Spain.
Dates: September, 2012.
Original language: English.


Abstract

Arithmetic word problem solving (AWPS) permits children to apply their mathematical knowledge to real world problems that are useful in their daily activities. For many children this task is more difficult than simple arithmetic. The difficulty of the problems is determined by the inconsistency of a word problem, among other things. In a consistent problem, the key word in the text prompts the right operation in order to solve the problem correctly, while the keyword in the inconsistent problem misleads the student, prompting the incorrect operation. Especially in inconsistent problems, the role of text comprehension becomes important. The aim of this study is to analyze the developmental error patterns of third to sixth grade children with low arithmetic performance (LP) compared to normal and high achieving children (NA/HA) in arithmetic, giving insight about the weight of calculation difficulties compared to comprehension difficulties in AWPS. The errors can be committed due to miscalculation, misunderstanding or stating one of the operands as an answer. The sample consisted of 850 third to sixth grade elementary students from the Canary Islands, of which children were selected to compare the two groups. For this study, consistent and inconsistent problems have been presented in a multimedia context to assess performance on AWPS. Error patterns have been analyzed in both achievement groups in 3rd, 4th, 5th and 6th grade. Preliminary results indicate that children of the LP group perform worse than the normal/high achievement group on AWPS. High rates of miscalculation and errors due to poor comprehension are observed in the LP group. In third grade, LP children frequently produce errors by stating one of the operands in the inconsistent problems, but this becomes rare in sixth grade. There is no longer a difference in amount of errors produced by miscalculation between the two groups in sixth grade. However, regarding the errors produced by incomprehension there is a difference between groups in this grade. Knowing what makes the task difficult for low performing children can lead to better adjusted instruction in order to avoid disadvantages.

Keywords

Arithmetic learning disabilities, arithmetic word problem solving, analysis of errors, cross-sectional study.

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How to cite

Bisschop, E., Villarroel, R., Rodríguez, C., Peake, C., & Jiménez, J.E. (September, 2012). Arithmetic Word Problem Solving in children with LD: A Cross-Sectional Study on Error Patterns. Oral presentation at 21st Annual World Congress on Learning Disabilities. Universidad de Oviedo. Oviedo, Asturias, España.
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