[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592569-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-592569-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","computation-error-analysis-students-with-mathematics-difficulty-compared-to-typically-achieving-students","Computation Error Analysis - Students With Mathematics Difficulty Compared To Typically Achieving Students","","National mathematics standards emphasize computation fluency, yet students with mathematics difficulty (MD) continue to struggle. A study assessed 478 third-grade students on a mathematics computation measure to compare computation error patterns between typically achieving students and students with MD. Wrong-operation errors were the most common for both groups. Although accuracy varied mainly in response correctness, students with MD showed greater variability in incorrect responses, informing effective elementary instruction.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/computation-error-analysis-students-with-mathematics-difficulty-compared-to-typically-achieving-students/592569/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/computation-error-analysis-students-with-mathematics-difficulty-compared-to-typically-achieving-students/592569.png","ImageObject",300,407,{"name":42,"@type":43},"Mimi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What comparison did the study make between student groups?","Question",{"text":62,"@type":63},"The study compared computation error patterns between typically achieving third-grade students and third-grade students identified as at risk for mathematics difficulty (MD).","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What was the most common identifiable computation error for both groups?",{"text":67,"@type":63},"Using the wrong operation was the most common identifiable error for all students in the assessment results.",{"name":69,"@type":60,"acceptedAnswer":70},"How did students with MD differ in their incorrect responses?",{"text":71,"@type":63},"Students with MD showed more variability in incorrect item responses, even though their accuracy rates by item category were similar to typically achieving students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},592569,1792457461,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Computation Error Analysis: Students With Mathematics Difficulty Compared To Typically Achieving Students  \nGena Nelson, PhD 1 and Sarah R. Powell, PhD2  \nAssessment for Effective Intervention 2018, Vol. 43(3) 144–156  \n© Hammill Institute on Disabilities 2017 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/1534508417745627](DOI: 10.1177/1534508417745627)[ ](DOI: 10.1177/1534508417745627)[aei.sagepub.com](aei.sagepub.com)  \nAbstract  \nThough proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 third-grade students on a measure of mathematics computation. Results indicated that using the wrong operation was the most common identifiable error for all students. Students with MD had similar accuracy rates for item categories (e.g., addition items) compared to typically achieving students, but students with MD consistently had more variability in incorrect item responses. This study has implications for efficacious computation instruction for students in the elementary grades.  \nKeywords  \ncomputation, error analysis, mathematics difficulty  \nNational mathematics standards emphasize that, by the end of second grade, students should demonstrate fluency with addition and subtraction facts and understand the algorithms for adding and subtracting multi-digit numbers (National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010). Fluency with facts related to multiplication and division should be established by the end of third grade, and students should understand and apply algorithms for solving multi-digit multiplication and division by the end of fourth grade. Even with this emphasis on developing strong computation skill during the elementary grades, students continue to struggle with whole-number computation beyond elementary grades and into secondary school (Calhoon, Emerson, Flores, & Houchins, 2007) . With this in mind, we conducted a study to investigate differences in the frequency and types of computation errors among thirdgrade students identified as at risk for mathematics difficulty (MD) and not at risk for MD.  \nIn this introduction, we review the importance of students developing computation skills, describe previous research on computation errors, discuss the limitations of this previous research, and provide the purpose and research questions guiding this study.  \nImportance of Computation  \nComputation is defined as mathematics problems in the four primary operations (i.e., addition, subtraction, multiplication, and division) that involve an understanding of  \nplace value and algorithms. To effectively perform different computations, students must have a strong understanding of mathematics facts and the place-value system (Russell, 2000) . Beyond the elementary grades, mastery ofcomputation provides the foundation for more complex mathematics skills, such as problem solving and algebra (Fuchs et al., 2014; Siegler et al., 2012) . Because of the role ofcomputation within higher level mathematics, computational fluency was named goal for all students, as outlined on national sets of mathematics standards (e.g., National Council of Teachers of Mathematics [NCTM], 2000) .  \nBecause developing efficiency with computation is important for higher level mathematics, it is important to understand why students have difficulty with computation. Typically, students with MD have demonstrated lower computation performance than students without MD. One difficulty with computation for students with MD stems from the learning and remembering of arithmetic facts (Chong & Siegel, 2008; Geary, 1993; Geary & Hoard, 2001; Gersten","cbCaiv9Wdo8xNXHN","https://ap.wps.com/l/cbCaiv9Wdo8xNXHN","pdf",360708,13,"English","# Abstract\n# Introduction\n## Importance of Computation\n## Computation Errors in Students With MD","[{\"question\":\"What comparison did the study make between student groups?\",\"answer\":\"The study compared computation error patterns between typically achieving third-grade students and third-grade students identified as at risk for mathematics difficulty (MD).\"},{\"question\":\"What was the most common identifiable computation error for both groups?\",\"answer\":\"Using the wrong operation was the most common identifiable error for all students in the assessment results.\"},{\"question\":\"How did students with MD differ in their incorrect responses?\",\"answer\":\"Students with MD showed more variability in incorrect item responses, even though their accuracy rates by item category were similar to typically achieving students.\"}]","Computation Error Analysis - Students With Mathematics Difficulty Compared To Typically Achieving Students | PDF",1792074851,33]