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Computation and Word-Problem Errors Among Grades 4 and 5 Students With Mathematics Difficulty.

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Title: Computation and Word-Problem Errors Among Grades 4 and 5 Students With Mathematics Difficulty.
Authors: Mao, Jessica1 (AUTHOR) jmao@utexas.edu, Ma, Chi1 (AUTHOR), Huang, Yixian1 (AUTHOR), Shen, Linling1 (AUTHOR), Herrera, Cinthia B.1 (AUTHOR), Powell, Sarah R.1 (AUTHOR)
Source: Assessment for Effective Intervention. Jun2026, Vol. 51 Issue 3, p131-143. 13p.
Subject Terms: *Word problems (Mathematics), *Academic achievement, *Data analysis, *Fourth grade (Education), *Problem solving, *Common Core State Standards, Mathematical errors
Abstract: Students with mathematics difficulty (MD) often struggle with both computation and word-problem solving, which are foundational skills emphasized in national standards such as the Common Core State Standards. As most past-error analysis research has primarily focused on a single mathematical topic, little is known about whether students with MD demonstrate error patterns consistently across both computation and word problems. The present study in a Southwestern U.S. state examined error types and consistency that Grades 4 and 5 students with MD made on 22 computation problems and 10 word problems. Using a researcher-developed coding protocol adapted from prior literature, we identified that the most common errors were miscalculation, regrouping subtract smaller integer, and wrong operation in computation; and wrong schema, miscalculation, copy, and regrouping in word problems. The majority of students did not demonstrate overlapping errors. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Students with mathematics difficulty (MD) often struggle with both computation and word-problem solving, which are foundational skills emphasized in national standards such as the Common Core State Standards. As most past-error analysis research has primarily focused on a single mathematical topic, little is known about whether students with MD demonstrate error patterns consistently across both computation and word problems. The present study in a Southwestern U.S. state examined error types and consistency that Grades 4 and 5 students with MD made on 22 computation problems and 10 word problems. Using a researcher-developed coding protocol adapted from prior literature, we identified that the most common errors were miscalculation, regrouping subtract smaller integer, and wrong operation in computation; and wrong schema, miscalculation, copy, and regrouping in word problems. The majority of students did not demonstrate overlapping errors. [ABSTRACT FROM AUTHOR]
ISSN:15345084
DOI:10.1177/15345084251398525