We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byTerrell Herbertson
Modified about 1 year ago
Error Analysis in Algebra Identification and classification of common errors using metacognitive learning strategies 1 Copyright © 2010 Lynda Greene Aguirre
Why Metacognition? What is it? How a person’s thinking affects what and how they are able to learn. Why is it important? Identifying what the thought process is and classifying the types of errors made will help the student know exactly what they did wrong and what they need to study to fix the problem Minor or careless errors can cause a student to make the same low grades as a student who has no clue what they are doing, damaging the self-confidence of both types of students and possibly creating math anxiety. 2Copyright © 2010 Lynda Greene Aguirre
Types of Metacognitive Errors Type I (wrong tool): Using the wrong tool or procedure. Type II (procedural errors): Using the correct procedure, but making errors within the process itself. Type III (concept errors): The student has no idea what to do so they make an obvious guess or leave the answer space blank. 3Copyright © 2010 Lynda Greene Aguirre
How can I use this information? Instead of focusing solely on whether you got the correct answer, analyze the work closely to determine what type of errors you are making. Classify the types of errors in order to proceed on a suitable course of study to correct specific errors. Analyze and classify your own errors and design your own study plan. 4Copyright © 2010 Lynda Greene Aguirre
Classification and Correction Type I Error (wrong tool) – Using the wrong tool implies that the student is either not reading the instructions or they don’t know which situations are appropriate for each tool or procedure. The Fix: – The student does not need practice working problems, they need practice looking for the “clues” within different types of problems that indicate the use of a particular tool. 5Copyright © 2010 Lynda Greene Aguirre
Classification and Correction Type II (procedural) – This student uses the correct tool but makes mistakes within the process. This indicates errors in: The thinking process- the student is using faulty logic Holes in their knowledge- there is a mathematical property or lower-level math skill that the student does not know how to do. Careless errors- the student rushed through the problem or copied something wrong The Fix: -- This student needs to review the individual steps within the procedure, review lower-level rules or properties they missed, and/or slow down and double-check their work. – Prescription: Give the student more practice problems to do, include extra problems of the type that they missed. 6Copyright © 2010 Lynda Greene Aguirre
Classification and Correction Type III (concept) – Guessing or leaving the answer blank indicates: The student may not know how to do the problem at all The student may have an idea of what to do but may lack the confidence to attempt it or may try to make up a “new” procedure. – The student needs to review the lecture and/or meet with the teacher to learn the procedure from scratch. It is important for the student to be reassured that when you are unsure, guessing is better than leaving the answer blank. 7Copyright © 2010 Lynda Greene Aguirre
Error Analysis Exercise Each of the following problems include errors made by a student. Using your error analysis chart, do the following 1.Write the problem in it’s original (wrong form) 2.Highlight the error 3.Identify the type (Type I, II, or III) 4.Explain (in words) what was done wrong and how it should have been done. 5.Work the problem correctly. 8Copyright © 2010 Lynda Greene Aguirre
Error Analysis Practice Simplify 1) 9Copyright © 2010 Lynda Greene Aguirre
Error Analysis Practice Simplify 2) 10Copyright © 2010 Lynda Greene Aguirre
Error Analysis Practice Simplify 3) 11Copyright © 2010 Lynda Greene Aguirre
Error Analysis Practice Simplify 4) 12Copyright © 2010 Lynda Greene Aguirre
Error Analysis Practice Factor Completely 5) 13Copyright © 2010 Lynda Greene Aguirre
Error Analysis Practice Simplify 6) 14Copyright © 2010 Lynda Greene Aguirre
STAR Testing Understanding the challenge Test taking strategies the work Doing our best Being confident.
Math Strategies. KEY IDEA 1.) Understand the logic in class. 2.) Secure the home by doing at least 5 exercises for each skill.
Study Skills to be Successful in Mathematics Courses Developed by Kathy Sturgeon The more math you know the better job you can get. Statistics Prove It!
6-8 Learning Community Smarter Balance Test Strategies Understanding the challenge Test taking strategies that work Doing our best Being confident.
Math Study Skills Presented by: Louise Robichaux.
Test Taking Strategies for the Math CRCT. #1: Remember what you’ve learned! You’ve worked so hard all year! Remember the things you’ve learned in.
Test Taking Tips For PASS. Think positive! Don’t panic.
Van Nuys Middle School STAR Testing Strategies Understanding the challenge Test taking strategies that work Doing our best Being confident.
Joan Zoellner S085. Why give quizzes in class? Why not give quizzes in class? Do you allow quiz or exam corrections?
Number Sense Standards Measurement and Geometry Statistics, Data Analysis and Probability CST Math 6 Released Questions Algebra and Functions 0 Questions.
The EQAO assessment will take place June 11 th and 12 th. The EQAO assessment based on the Grade 9 expectations of The Ontario Curriculum. The EQAO.
Office of School Improvement Differentiated Webinar Series Formative Assessment – Feedback February 28,2012 Dr. Dorothea Shannon, Thomasyne Beverly, Dr.
Study Skills Lesson 7 Test Taking Preparing for Tests Daily: –Highlight important words and ideas in notes –Read assignments the teacher gives –Keep.
Math 2 Advice for Taking Tests And Errors To Avoid.
Algebra CST Prep Day 1. Great job finishing your mini CST! Now trade papers with a partner. Correct your partner’s paper. 1. A 4. D 2. A 5. B 3. B 6.
By: Taylor Schultz MATH George Polya was a teacher and mathematician. Lived from Published a book in 1945: How To Solve It, explaining.
Copyright SCRAN J.Ure KEY SKILLS Exam Techniques.
Rational Exponent Operations. Exponent Rules Copyright © 2013 Lynda Aguirre2.
TEST TAKING SKILLS Helpful Hints And Procedures for the Math MCAS Test.
Final Project Presentation ETEC 550 LINDSEY SCHROEDER JUNE, 2015.
SUCCESS IN ALGEBRA. Common Questions asked by students How much math do I need to know before taking algebra? What is the best way to study? If I understand.
THE ACT TEST Austin English 11. What’s on the Test?????? in English 1.45 minutes – 75 items 1.Tests you knowledge on: Punctuation USAGE & GrammarMECHANICS.
SWTJC STEM – ENGR 1201 Content Goal 11 Problem Solving Strategies 11. describe a successful problem solving strategy a.identify types and elements of problem.
Addition Concepts Copyright © Lynda Aguirre 2009.
Test-Taking Strategies. 1. “Jail” the Detail! Highlight, underline, or circle the details in the questions. This helps you focus on exactly what the question.
3-4 6 th grade math Choosing the Best Bar Graph. Objective To choose the type of graph that best describes a set of numerical data and relationships.
Mater Gardens Middle School MATHEMATICS DEPARTMENT WHERE LEARNING HAS NO FINISH LINE ! 1.
Science Process Skills Vocabulary 8/16/04. Predicting Forming an idea of an expected result. Based on inferences.
Lesson th grade math Estimating Products. Objective: Estimate the solutions to problems involving fractions and mixed numbers by rounding and.
Ronica Pardesi 30/09/08 DEVELOPING ESSENTIAL NUMERACY SKILLS IN THE FOUNDATION PHASE MISCONCEPTIONS AND THE METHODS OF REMEDIATION.
By S. Purcell & T. Wenzel Topic = CST Test Skills Commonly Asked QuestionsCommonly Asked Questions English Strategies Strategies More Commonly Asked.
1 Math Uses calculation problems consistent with curricular expectations Uses Digits Correct score permitting partial credit scoring Uses Blanks Correct.
Ms. Viqar Shirazi Jr. III Maths Junior Section – P.A.F. Chapter.
1-4 6 th grade math Addition Properties. Objective To use addition properties and mental math strategies to compute mentally Why? To help you add mentally.
2013 Mathematics Standards of Learning Institutes Analyzing and Modifying Assessments.
Lecture Notes 2 Biology A Eaton Rapids High School K.Coppins.
By: Ms. Bruce, School Counselor. * Good question! * The LEAP test measures whether each student has gained the knowledge and skills in the subject for.
Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved Chapter.
How to Succeed in Mathematics WOU Mathematics Department
Extracting Data from Distractors R. James Milgram.
Our Programmes Structured weekly problem sums Speed questions (replacement of mental sums) Math Olympiad-like questions for Higher Ability pupils Math.
Strategies for Taking Standardized Tests The Golden Rules of Test Taking.
Strategies for Taking Standardized Tests ‘Twas the Night Before Testing Go to bed on time. Put a few number 2 pencils with erasers in your backpack.
Test Success Strategies That Work. Four Steps to Test Success 1) General Preparation 2) Test Specific Preparation 3) Taking the Test 4) Review After the.
Strategies for Taking Standardized Tests Attitude Adjustment Think positively. Reduce anxiety by listening to your favorite music or doing something.
Process Success Criteria for Girls. Assessment for Learning Assessment for learning: Using the teacher’s assessment of pupils’ performance to inform planning.
WHERE ARE THE COOKIES? A presentation by Jessica Hill.
Key Ideas In Content Math 412 January 14, The Content Standards Number and Operations Algebra Geometry Measurement Data Analysis and Probability.
Checking the ABC’S – Systematic Error Analysis in Student Assessments Scott Clark Molly Barrett CAIS 2007.
© 2017 SlidePlayer.com Inc. All rights reserved.