Type of Document Master's Thesis Author Orey, Michael Andrew URN etd-08012012-040207 Title Error patterns :what do they tell us? Degree Master of Arts Department Curriculum and Instruction Advisory Committee
Advisor Name Title Burton, John K. Committee Chair Brown, Catherine A. Committee Member Miller, David P. Committee Member Underhill, Robert G. Committee Member Keywords
- Computer managed instruction.
Date of Defense 1987-10-15 Availability restricted AbstractAn analysis of computer diagnostic systems shows that
most systems use answer data (product) for their analyses.
This process of determining an error pattern, in addition,
does little in the way of telling a teacher what should be
done to help the child. This two-fold problem, extant in
all computerized arithmetic diagnostic systems to date,
prompted this study which sought other data sources in order
to bring about more accurate computer analyses. A cognitive
orientation suggested that the use of clinical diagnostic
techniques should be explored as an alternative to error
analysis. Essentially, these two approaches were compared.
That is, to what extent does error pattern diagnosis (an
essentially product oriented approach) and clinical
mathematical diagnosis (a process oriented approach)
Participants for this study were five, eight year olds
from southwest Virginia. These children completed a test
that was developed by Van Lehn (1982). This test was
analyzed for error patterns and the children were selected
on the basis of their error patterns. These children were
then tested in a clinical setting using a measure developed
for this study in cooperation with a clinical mathematics
The analysis was done on the results of these two
measures and the protocols collected during the clinical
interviews. The results indicated that there was no clear
connection between the two types of diagnosis, but the
analysis did yield a broader description of each individual
participant. That is, error analysis or clinical mathematics
alone does not completely describe an individual's knowledge
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