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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]
Copyright of Assessment for Effective Intervention is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: Computation and Word-Problem Errors Among Grades 4 and 5 Students With Mathematics Difficulty.
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  Data: <searchLink fieldCode="AR" term="%22Mao%2C+Jessica%22">Mao, Jessica</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jmao@utexas.edu</i><br /><searchLink fieldCode="AR" term="%22Ma%2C+Chi%22">Ma, Chi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Huang%2C+Yixian%22">Huang, Yixian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shen%2C+Linling%22">Shen, Linling</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Herrera%2C+Cinthia+B%2E%22">Herrera, Cinthia B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Powell%2C+Sarah+R%2E%22">Powell, Sarah R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Assessment+for+Effective+Intervention%22">Assessment for Effective Intervention</searchLink>. Jun2026, Vol. 51 Issue 3, p131-143. 13p.
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  Data: 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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  Data: <i>Copyright of Assessment for Effective Intervention is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Data analysis
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      – SubjectFull: Common Core State Standards
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      – SubjectFull: Mathematical errors
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      – TitleFull: Computation and Word-Problem Errors Among Grades 4 and 5 Students With Mathematics Difficulty.
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              Text: Jun2026
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              Y: 2026
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