ERROR ANALYSIS CASE STUDY 1
Error Analysis Case Study
School of Education, Liberty University
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ERROR ANALYSIS CASE STUDY 2
Case Study Level A, Case 1- Dalton
Dalton is a twelve-year-old boy in seventh grade. Mrs. Moreno is Dalton’s teacher and
she is concerned about Dalton’s performance. She believes he has strong mathematical skills,
however since they have begun their unit on multiplying decimals Dalton has performed poorly.
Mrs. Moreno performed an error analysis on his homework to determine the errors Dalton is
making.
Based on Dalton’s homework the error that is evident in this case study is a procedural
error. A procedural error is when a student applies the steps incorrectly for a mathematical
problem. In this case Dalton did not put the decimals in the correct spot after multiplying the
decimals and finding the product. It is obvious that Dalton did not count the number of decimal
places before adding the decimal place in the product.
One strategy I would use to address this error would be to interview the student which is
a part of the determining the reason for errors strategy. This strategy is helpful to find out the
thinking process of the student. The teacher can ask him to walk her through each step to see
exactly the error. We want to find out the root of this procedural error so we need to ask the
source. Dalton could have made a careless mistake or he could be misinterpreting the decimal
places and needs to be taught a strategy to help him place the decimals. Another strategy to
employ is addressing error patterns. Within this strategy the teacher would be able to discuss
with the student the error and how they will work together to fix the error.
To accomplish correcting the error the teacher can give a mini lesson on putting the
decimals in the correct spot when multiplying. For example, one way to help student remember
is to have them line the numbers up against an indivisible wall and count out the waves from
each place value then in the product count the waves back in.
ERROR ANALYSIS CASE STUDY 3
Case Study Level A, Case 2- Madison
Madison is an eight-year-old third grader who is seen as a bright and energetic student.
She has an individualized education program (IEP) for specific learning disability in math.
Madison did a great job on their lesson about money while using play money to grasp the
concepts. However, when it was time to learn time Madison struggled with the concept. Ms.
Brooks used carboard clocks with moveable hands to teach time due to her IEP stating that
Madison learns best with concrete objects. Since Madison is struggling with time Ms. Brooks
decided to conduct an error analysis.
Madison is struggling with mathematical terms which is a part of factual errors. It seems
that Madison does not understand the term “quarter” as it relates to time. She is referencing the
term quarter as it relates to money because in her math answers she is putting 1:25 pm instead of
1:15 pm. Because Madison is lacking the essential vocabulary needed for this unit she is unable
to place the hands correctly on the clock.
One strategy to help Madison with this error is to review vocabulary. Madison needs to
have access to the vocabulary whether it is in her math notebook or on the word wall. Having
visible access to vocabulary will allow Madison to review anytime she is getting stuck on these
problems as well as showing her examples.
Case Study Level B, Case 2- Elias
Elias is a seven-year-old second grader at Bordeaux Elementary School. She is currently
receiving intensive intervention due to her learning disability. Mrs. Gustafson, the special
education teacher has found that Elias is not making adequate progress towards his end of year
goals. Mrs. Gustafson has decided to conduct an error analysis to determine the specific needs of
Elias.
ERROR ANALYSIS CASE STUDY 4
Elias was given a diagnostic assessment on adding and subtracting two digit by digit
numbers with regrouping. After evaluating the assessment, Elias is struggling with regrouping in
the ones place. This is a procedural error because it seems that Elias understands how to add and
subtract correctly but does not understand how to regroup.
One strategy I would use is to determine the reasons for errors. With this strategy the
teacher and Elias will understand what is the cause in the error of regrouping. Re-visiting the
lesson and breaking down each step of where the number should go as it's being moved will help
Elias with regrouping. After finishing, Elias should attempt a few problems independently to
demonstrate his understanding of regrouping.
Case Study Level C, Case 1- Wyatt
Wyatt is a twelve-year-old sixth grader. Mr. Goldberg, Wyatt’s teacher just finished
teaching adding and subtracting fractions and the class mastered this skill. Therefore, he decided
to move on to the next unit multiplying fractions. Three of the students in the class did not master
this skill and Wyatt was one of those students. Mr. Goldberg is concerned about Wyatt’s error
and needs to collect some data to decide what type of errors he is making.
After evaluating Wyatt’s classroom assignment, it is evident that he struggles with
changing the denominator when multiplying which is a procedural error. One strategy that could
be implanted is to have a interview with Wyatt to understand why he is not multiplying the like
denominators when multiplying fractions. This will give the teacher the opportunity to
understand the strategies that are going through Wyatt’s mind as he is working through his
problems. Another strategy would be for the teacher to model how to multiply fractions with
unlike denominators and allow time for Wyatt to practice independently to show Mr. Goldberg.
