1. Error Analysis
Session 3

2. Aims
To use error analysis in reviewing key concepts and effective teaching strategies in relation to number and calculation.

3. Error Analysis
Important tool for teaching and learning
If we can determine when and how mistakes are made, we can be more effective in our teaching
It helps us to break tasks down into sub-skills – small achievable chunks

4. Mistakes can be a result of:
a mathematical concept not really being understood
a mixture of methods being used, confusing the learner
not being able to follow the sequential operations needed to solve the problem

5. the concept being understood but the method not being practised enough for it to be carried out correctly all the time.
the learner having a disability or difficulty that makes certain concepts and methods less accessible to them
language or literacy difficulties
the learner having a bad day

6. How ? Ask the learner how they did the task
Explaining how we do things helps us all to understand
The more methods we understand the better our teaching will be

7. Sub-skilling
To break a method or task down into small achievable chunks
Probably one of the hardest things for us to do
One way is to ask:
What does the learner have to do? and
What do they have to know to do to it?

8. Use the sub-skills:
to develop an approach to a task
to set targets
to help develop individual learning plans
to help lesson planning