An error analysis in the early grades mathematics – a learning opportunity?

Roelien Herholdt,Ingrid Sapire

doi:10.4102/sajce.v4i1.46

Roelien Herholdt, Ingrid Sapire

Open Access

https://doi.org/10.4102/sajce.v4i1.46

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Abstract

<p>Error analysis is the study of errors in learners’ work with a view to looking for possible explanations for these errors. It is a multifaceted activity involving analysis of correct, partially correct and incorrect processes and thinking about possible remediating strategies. This paper reports on such an analysis of learner tests. The tests were administered as part of the evaluation of an intervention project that aimed to teach mathematical problem solving skills to grade 1-4 learners. Quantitative error analysis was carried out using a coding sheet for each grade. A reliability coefficient was found for each test, as were item means and discrimination indexes for each item. The analysis provided some insight into the more common procedural and conceptual errors evidenced in the learners’ scripts. Findings showed similar difficulties across intervention and control schools and highlighted particular areas of difficulty. The authors argue that this analysis is an example of large-scale error analysis, but that the analysis method could be adopted by teachers of grades 1-4.</p>

Highlights

Teachers learning from child assessment in national testsSouth African learners are required to write annual national tests, which have become known colloquially as ‛the ANAs’
Even though there is no agreement between researchers as to whether or not language is the cause of mathematical difficulties for learners learning in a language other than their home language, Yang et al (2011) highlight the need for a curriculum that supports systematic mastery of mathematical vocabulary, conceptual development and comprehension. We argue that this finding makes error analysis even more relevant to the South African context, where the majority of the learners learn mathematics in a language other than their home language from grade 4 onwards
Since markers were recruited from a pool of teachers, district officials and graduate students qualified as specialists in mathematics teaching with relevant experience in teaching mathematics and references from reputable sources, accuracy of marking was expected to be high

Summary

Introduction

Teachers learning from child assessment in national testsSouth African learners are required to write annual national tests, which have become known colloquially as ‛the ANAs’. The Department of Basic Education (DBE) published the outcomes of its qualitative analysis of the results in the Annual national assessment: 2013 Diagnostic report and 2014 framework for improvement (DBE 2014). This description matches what is generally termed “error analysis” (Ketterlin-Geller & Yovanoff 2009:4). The ultimate aim is to improve learner achievement by focusing on remedial interventions targeting common errors and misconceptions evident in learners’ responses to the national tests (DBE 2013). Two questions immediately come to mind if this is the status quo: 1) How are teachers to analyse ANA and other test scripts productively, and 2) how are they to use the tests to inform their teaching? Error analysis is central to answering both of these questions

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