“Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.” From the Principles for School Mathematics of NCTM standards, copyright NCTM 2000-2004.
Yet sometimes when students are learning mathematics, they learn misconceptions and adopt erroneous procedures despite the best efforts of their teacher. This book was written to help teachers to detect the systematic errors many students make–whether using paper and pencil, or calculators or computers. Emphasizing concepts and skills, in accordance with the NCTM standards, this readable and engaging supplementary text will help all teachers of math methods to become more proficient at diagnosing and correcting computational procedures. Teachers will gain skills by actually looking for error patterns, making decisions, and planning instruction.
The book is organized into two parts with appendices. The first part is mainly devoted to instructional issues and considers the place of computation in today’s world of technology and then focuses on various aspects of assessment and instruction for both concepts and skills. Part Two presents sample student papers within topical chapters. These papers provide opportunities to identify patterns of error and to reflect on the best course of corrective instruction. Readers can then compare their responses with those of the author. The appendices provide additional papers for even more practice in identifying error patterns.
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Error Patterns in Computation: Using Error Patterns to Help Each Student Learn, Tenth Edition
Robert B. Ashlock, Covenant College
The only text of its kind to show teachers how to identify common error patterns in mathematics!
As students learn about mathematical operations and methods of computation, they may adopt erroneous procedures and misconceptions. This engaging book was written to model how the instructor can make thoughtful analyses of their students’ work and in so doing, discover patterns in errors made. This supplementary text guides teachers to consider reasons why students may have learned erroneous procedures in the first place and presents strategies for helping those students. Readers come away from the book with a clear vision of how to use student error patterns to gain more specific knowledge of students' understanding and to use that information to inform their future instruction.
In addition to being substantially revised, the new edition offers greater emphasis on the following important topics:
About the Author:
Robert Ashlock began his career in 1957 as a fourth and fifth grade teacher with a bachelor’s degree in elementary education. He later received a master’s degree in elementary school administration from Butler University and a doctorate in elementary education from Indiana University. He became a graduate assistant and teaching associate at Indiana University in 1964 and went on to teach at several institutions including the University of Maryland, Reformed Theological Seminary, Belhaven College, and finally, Covenant College in Lookout Mountain, Georgia. Ashlock came to Covenant in 1988 to fill the need for a specialist in elementary education who could also teach on the graduate level. He directed the Master of Education Program, taught both undergraduate and graduate education courses, and coordinated the process necessary for the teacher education program to be approved by the Georgia Professional Standards Commission.
He is one of only two professors ever to receive the title Professor Emeritus at Covenant. He is known throughout the education community for his book, Error Patterns in Computation: Using Error Patterns to Improve Instruction , which is currently in its tenth edition. Although retired, Ashlock continues to teach a few classes.
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