Project report

Topic : Analyzing errors in solving arithmetic problems in primary grade(CLASS 3).

Error analysis: 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.

Introduction:
“children learn from their mistakes” is a famous proverb which everyone must have heard
and believes it to be true, but then why on seeing the red marks on the notebooks of a
primary grader no one gives a pleasant look?

Maths teachers usually see primary graders doing various mistakes in initial stages of
learning to solve basic arithmetic computations even after telling the correct way to do so
again and again, and wonder why they are doing so and get frustrated after acknowledging
them for many times and still getting the same result ,but never give a thought to why they
might be doing so , do not even think that children are not deaf who are not able to hear
what we are saying but never doubt on our own approaches to deal with them , instead
label them in our mind as poor and irritating for repeating the same mistakes which are
actually not mistakes but errors, because we ourselves lack in our understanding so we
blame them ,which is no solution for both the sides(for teacher as well as child). We are
ready to provide them mechanical solutions several times but do not want to understand
the problem for once. Do we ever think from a child’s perspective?
I think before dealing with the problem we need to know the problem i.e. why children do
such errors, is there any pattern in their errors, what kinds of errors they do and at what
stage, and foremost thing is to know the difference between errors and mistakes, or to say
simply understand the child thinking.

Shulman (1986) first proposed his theory of teacher knowledge, in relation to pedagogic content knowledge,
he suggested that a teacher’s knowledge of learners’ levels of understanding contributes to an awareness of the
process of learning mathematics as well as knowledge of the mathematical concepts that learners struggle to grasp.
Authors such as Sousa (2008) and Ashlock (2006) focus on the contribution of error analysis and other efforts to grasp
learners’ levels of mathematical understanding to the teacher’s own knowledge of the underlying cognitive processes
involved. From the above, it is clear that error analysis is interwoven with teachers’ content and pedagogical content
knowledge, as well as teachers’ knowledge of mathematical cognition and conceptual development. On the whole,
error analysis helps teachers to understand some of the thinking of the learners.

So ,to get the in depth knowledge of the same I want to do this research for this will help
children and make the teachers aware which would benefit both. And a sample, though
small would add to the findings of previous researches done on this topic.

Objective
To analyze different types of errors that children do while solving arithmetic calculations.
To record different patterns in errors and dealing with each type.
To use innovatively planned activities dealing with arithmetic calculations.

Methodology
The following will be done within the first week
observation -observing and analyzing errors done on their notebooks, observing the pattern
of errors and the different types of errors.
interview/Questioning-asking individually through informal talk regarding the process they
used for solving a particular problem.
Designed tests-different tests to test their level, eg; one digit addition and subtraction, two
digits, then multiplication of single, then increasing the level and keeping the record to
know different levels of learners.
Formal informal questions and tests: using different methods of assessment eg: not only
through written tests but using others methods too.
The following will be done after first week:
Using different tools and techniques for teaching number concept, through games ,activities
,stories etc. a record of the list of activities done will be made which would be done to teach
the concept of arithmetic. After completing the first chapter a test will be taken and kept
record of. Then weekly test will be taken of basic arithmetic problems after completion of
each chapter to look for any improvement that further happens between any other concept
learning.
Like this there would be a record of at assessments taken within the 3 months which would
be analyzed and comparisons would be done based on performance on each Individual’s
own previous performances and that of others.

Rationale of the study

Teachers will adjust their pedagogy as well as classroom and assessment practices which will ultimately lead to
improvement of learner achievement.

Several researchers (Riccomini, 2005; Sherman, Richardson & Yard, 2005; Yang et al, 2011) reached the conclusion that
error analysis is an important skill for teachers teaching mathematics to non-native speakers of English hence, this
would be applicable in Indian classrooms too.
Reading list
Research in mathematics education

Types of errors in arithmetic

The math teacher’s handbook

https://www.edutopia.org/blog/move-body-grow-brain-donna-wilson?
utm_source=twitter&utm_medium=post&utm_campaign=blog-move-body-brain

Source book of assessment

Diiferenent mathematicians approaches

Errors and mistakes

Conceptual development of mathematics concepts

Reasons of errors in arithmetic

Relation to problem solving.

readings findings researches by diff psychologists to get in depth understanding of the psychological processes or
issues affecting learning or understanding.

Curriculum and evaluation standards for school mathematics

Position paper

Delimitations

The sample will be limited to 3rd class only.

Terms:

Here by innovative I mean the activities which I would design/use that will involve children in the in depth and
multifaceted or integrated understanding of concept.