Understanding Error Patterns in Integer Operations of Students with and without Mathematics Difficulty: A Descriptive Analysis
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| Title: | Understanding Error Patterns in Integer Operations of Students with and without Mathematics Difficulty: A Descriptive Analysis |
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| Language: | English |
| Authors: | Tzu-Hsing Lin (ORCID |
| Source: | Learning Disabilities Research & Practice. 2026 41(1):34-47. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Error Patterns, Grade 7, Mathematics Achievement, Numbers, Middle School Students, Addition, Subtraction, Problem Solving, Intervention, Mathematics Skills, Arithmetic |
| Geographic Terms: | Pennsylvania |
| DOI: | 10.1177/09388982251366454 |
| ISSN: | 0938-8982 1540-5826 |
| Abstract: | This study examined error patterns in integer addition and subtraction among 160 seventh-grade students, including students with and without mathematics difficulty (MD). A quantitative analysis identified common errors; in addition, qualitative interviews with three students with MD provided deeper insights. All students struggled more with integer subtraction than addition, particularly (-2) - (-3). Students with MD made more errors than their peers without MD on both integer addition and subtraction. While both groups frequently made conceptual and procedural errors in subtraction, students with MD exhibited more severe misconceptions in addition. Key error patterns included misinterpreting signs, determining negativity based on parentheses, neglecting unary/binary signs, omitting negative signs in answers, relying on rote memorization, and misusing the number line. These findings highlighting persistent misconceptions in integer operations, particularly among students with MD, emphasize the need for targeted instructional support to address these challenges effectively. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497250 |
| Database: | ERIC |
| Abstract: | This study examined error patterns in integer addition and subtraction among 160 seventh-grade students, including students with and without mathematics difficulty (MD). A quantitative analysis identified common errors; in addition, qualitative interviews with three students with MD provided deeper insights. All students struggled more with integer subtraction than addition, particularly (-2) - (-3). Students with MD made more errors than their peers without MD on both integer addition and subtraction. While both groups frequently made conceptual and procedural errors in subtraction, students with MD exhibited more severe misconceptions in addition. Key error patterns included misinterpreting signs, determining negativity based on parentheses, neglecting unary/binary signs, omitting negative signs in answers, relying on rote memorization, and misusing the number line. These findings highlighting persistent misconceptions in integer operations, particularly among students with MD, emphasize the need for targeted instructional support to address these challenges effectively. |
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| ISSN: | 0938-8982 1540-5826 |
| DOI: | 10.1177/09388982251366454 |
