{"title":"从学生错误中挖掘指导:数学解题的错误分析","authors":"Corey Peltier, Tiffany K. Peltier","doi":"10.1177/1074295620903050","DOIUrl":null,"url":null,"abstract":"The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.","PeriodicalId":42674,"journal":{"name":"Beyond Behavior","volume":"29 1","pages":"141 - 151"},"PeriodicalIF":0.6000,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1074295620903050","citationCount":"1","resultStr":"{\"title\":\"Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving\",\"authors\":\"Corey Peltier, Tiffany K. Peltier\",\"doi\":\"10.1177/1074295620903050\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.\",\"PeriodicalId\":42674,\"journal\":{\"name\":\"Beyond Behavior\",\"volume\":\"29 1\",\"pages\":\"141 - 151\"},\"PeriodicalIF\":0.6000,\"publicationDate\":\"2020-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/1074295620903050\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Beyond Behavior\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/1074295620903050\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Beyond Behavior","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1074295620903050","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving
The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
