Shayla Case Study 2
Identification of Student Errors
In reviewing Shayla’s assignment, it is clear that she struggles with factual information when it
relates to vocabulary in word problems (Brown et al., 2016). She understands the procedural steps
required in adding and subtracting fractions with like and unlike denominators, as she performed well on
all skill problems. However, Shayla made errors with word problems that asked for the "difference" or
"how much more," which indicates that the fractions should be subtracted, not added. This demonstrates
the factual error described in the STAR strategy where mathematical terms are unknown. In each
problem, she added fractions, demonstrating proficiency in subtracting fractions outside of word
problems.
Summary of Strategies
Several strategies can be employed when teaching students to solve addition and subtraction word
problems with unlike denominators and correctly identify the necessary vocabulary. First, ensuring
students have a solid understanding of fractions and how to find a common denominator through practice
opportunities with manipulatives, visual representations, or number lines—secondly, focusing on building
students' vocabulary to interpret word problems by explicitly teaching key vocabulary words and using
real-world examples. Another strategy is employing problem-solving strategies such as visual
representations and breaking down complex problems. Incorporating real-world contexts and authentic
problem-solving opportunities enhances engagement. Providing opportunities for collaboration and
discussion allows for the exploration of different strategies. Ongoing formative assessment and targeted
feedback support student growth by identifying misconceptions and providing specific guidance. These
strategies aim to develop a solid mathematical foundation and promote practical problem-solving skills.
Rationale of Strategies
The rationale for using these strategies when teaching students to solve addition and subtraction
word problems with unlike denominators and identify vocabulary lies in their effectiveness in promoting
deep understanding, engagement, and real-world application, infusing culturally responsive instruction
(Van de Walle et al., 2018). By ensuring students have a solid understanding of fractions and how to find
Shayla Case Study 3
common denominators, they are equipped with the necessary mathematical foundation to solve problems
involving fractions with unlike denominators. This foundational knowledge is essential for building
confidence and readiness to tackle more complex word problems.
Teaching key vocabulary words explicitly and connecting them to specific operations helps
students accurately interpret and understand word problems. By making these connections explicit,
students can navigate the language of the problem more effectively and choose appropriate mathematical
strategies to solve them correctly. It empowers students to recognize essential cues and make informed
decisions when selecting the proper operation and executing the problem-solving process.
Incorporating visual representations and problem-solving strategies like creating diagrams or
using manipulatives provides students with alternative ways to approach and understand word problems.
These strategies promote more profound understanding, as students can visualize the relationships
between quantities and see how fractions with unlike denominators interact. Visual representations also
support understanding the problem's context and aid in making connections between language and
mathematical operations (Van de Walle et al., 2018).
Integrating real-world contexts and authentic problem-solving opportunities helps students see
the relevance of the mathematical concepts they are learning (Van de Walle et al., 2018). By presenting
word problems that relate to their daily lives or interests, students can connect their mathematical
knowledge to real-life situations. This connection enhances motivation and engagement as students
understand how mathematics is applicable and meaningful outside the classroom.
Promoting collaboration and discussion among students allows for exploring multiple strategies
and perspectives. Through peer-to-peer interaction, students can learn from one another, exchange ideas,
and deepen their understanding of problem-solving approaches. Peer discussions also enhance critical
thinking skills and provide opportunities for students to explain their thinking and reasoning, further
solidifying their understanding of fractions and vocabulary in word problems.
Ongoing formative assessment and targeted feedback enable teachers to monitor students'
progress and provide individualized support. By identifying misconceptions or gaps in understanding,
Shayla Case Study 4
teachers can intervene promptly and provide specific feedback and guidance. This personalized support
helps students build on their strengths and address areas where they may struggle, ultimately leading to
improved problem-solving abilities.
These strategies are grounded in research-based practices that promote active engagement, deep
understanding, relevance, and individualized support. By implementing these strategies, teachers can
create a rich learning environment that empowers students to confidently solve addition and subtraction
word problems with unlike denominators and accurately identify and utilize vocabulary to solve them
successfully.
Shayla Case Study 5
References
Brown, J., Skow, K., & the IRIS Center. (2016). Mathematics: Identifying and addressing student errors.
Retrieved from https://iris.peabody.vanderbilt.edu/wp
content/uploads/pdf_case_studies/ics_matherr.pdf
Van de Walle, J. A., Bay-Williams, J. M., Lovin, L. H., & Karp, K.S. (2018).CTeaching
student-centered mathematics: DevelopmentallyCappropriate instruction for grades 6-8(3rd ed.).
Pearson.
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