Identification and Remediation of Systematic Error Patterns in Subtraction

The present study investigated 90 elementary teachers’ ability to identify two systematic error patterns in subtraction and then prescribe an instructional focus. Presented with two sets of 20 completed subtraction problems comprised of basic facts, computation, and word problems representative of two students’ math performance, participants were asked to examine each incorrect subtraction problem and describe the errors. Participants were subsequently asked which type of error they would address first during math instruction to correct students’ misconceptions. An analysis of the data indicated teachers were able to describe specific error patterns. However, they did not base their instructional focus on the error patterns identified, and more than half of the teachers chose to address basic subtraction facts first during instruction regardless of error type. Limitations of the study and implications for practice are discussed. PAUL J. RICCOMINI, Ph.D., is assistant professor, Clemson University. According to the Goals 2000: Educate America Act (PL 103-227), a high level of mathematics achievement for all students is a national priority. According to the National Research Council (2002), all students can and should achieve proficiency in mathematics. Additionally, mathematical skills are fundamental for individuals seeking occupational and educational advancement. Without proficiency in mathematics, students will likely experience difficulty completing other more advanced branches of mathematics (e.g., algebra) and be unprepared for many occupations. Mathematics education should enable students to understand and apply mathematical concepts. With this emphasis on conceptual understanding and higher-order problem-solving skills, teachers must not