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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
Language: English
Authors: Tzu-Hsing Lin (ORCID 0009-0005-2280-8996), Paul J. Riccomini (ORCID 0000-0002-5068-7547)
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
FullText Text:
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  Data: Understanding Error Patterns in Integer Operations of Students with and without Mathematics Difficulty: A Descriptive Analysis
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  Data: <searchLink fieldCode="AR" term="%22Tzu-Hsing+Lin%22">Tzu-Hsing Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-2280-8996">0009-0005-2280-8996</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paul+J%2E+Riccomini%22">Paul J. Riccomini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5068-7547">0000-0002-5068-7547</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities+Research+%26+Practice%22"><i>Learning Disabilities Research & Practice</i></searchLink>. 2026 41(1):34-47.
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: 10.1177/09388982251366454
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  Data: 0938-8982<br />1540-5826
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  Data: 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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        Value: 10.1177/09388982251366454
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      – Text: English
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      Pagination:
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        StartPage: 34
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      – SubjectFull: Grade 7
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Numbers
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      – SubjectFull: Middle School Students
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      – SubjectFull: Addition
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      – SubjectFull: Subtraction
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      – SubjectFull: Problem Solving
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      – SubjectFull: Intervention
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Arithmetic
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      – SubjectFull: Pennsylvania
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