error analysis case study assignment educ 530

EDLC 530 LIBERTY UNIVERSITY Error Analysis Case Studies_ASSIGNMENT 2023.pdf

• School Liberty University - Lynchburg, VA
• Course Title EDLC 530 - Teaching Mathematics
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EDUC530 Error Analysis Case Study

EDUC530 Error Analysis Case Study EDUC 530 Error Analysis Case Study Assignment Instructions You will write a current APA-formatted report responding to each of the case study prompts listed below. Your paper must be at least 1,200 words, and it must include proper headings and subheadings that are aligned with the grading rubric domains. Access the Iris Center Case Study Unit: Identifying and Addressing Student Errors from the Module 5 Learn material. Read through the Case Study Unit, including all scenarios and the STAR (Strategies and Resources) Sheet. Case Study Level A, Case 1 – Dalton (p. 3) Student: Dalton · Read Dalton’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Dalton improve. Case Study Level A, Case 2 – Madison (p. 5) Student: Madison · Read Madison’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Madison improve. Case Study Level B, Case 2 – Elias (p. 9) Student: Elias · Read Elias’ scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Elias improve. Case Study Level C, Case 1 – Wyatt (p. 11) Student: Wyatt · Read Wyatt’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Wyatt improve. In addition, your assignment must include the following: · The case study must include a title and reference page formatted to current APA standards. There is no minimum number of references required. · Each case study must be properly identified with corresponding headings. · The case study must include professional, positive language. Page 1 of 2 Curran, C.,

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(Solved) EDUC530 Week 5 Error Analysis Case Study

Error Analysis Case Study Assignment Instructions

You will write a current APA-formatted report responding to each of the case study prompts listed below. Your paper must be at least 1,200 words, and it must include proper headings and subheadings that are aligned with the grading rubric domains.

Access the Iris Center Case Study Unit: Identifying and Addressing Student Errors from the Module 5 Learn material. Read through the Case Study Unit, including all scenarios and the STAR ( Strategies and Resources ) Sheet. Case Study Level A, Case 1 – Dalton (p. 3)

Student: Dalton

• Read Dalton’s scenario.
• What type(s) of errors is evident
• How might you determine the reason students make this kind of error and what are some other examples of these types of errors?
• What strategies might you employ while addressing these error patterns?
• Write a detailed summary of each strategy, including its purpose.
• Describe why each strategy might be used to help Dalton improve.

Case Study Level A, Case 2 – Madison (p. 5)

Student: Madison

• Read Madison’s scenario.
• Describe why each strategy might be used to help Madison improve.

Case Study Level B, Case 2 – Elias (p. 9)

Student: Elias

• Read Elias’ scenario.
• Describe why each strategy might be used to help Elias improve.

Case Study Level C, Case 1 – Wyatt (p. 11)

Student: Wyatt

• Read Wyatt’s scenario.
• Describe why each strategy might be used to help Wyatt improve.

In addition, your assignment must include the following:

• The case study must include a title and reference page formatted to current APA standards. There is no minimum number of references required.
• Each case study must be properly identified with corresponding headings.
• The case study must include professional, positive language.

Solution Preview

Error Analysis Case Study Assignment

Introduction

Error analysis is one of the diagnostic assessments that helps the teacher in the determination of the type of error that a student is making and the reasons for the error. Along these lines, error analysis helps in the process of identification and review of errors that a student is making. This is instrumental as well in the determination of the patter that the errors are following. With error analysis a teacher can be in a position to identify the misconception or the deficiency skills that the student is having and design a way to help them as alluded to by Rushton (2018). This paper focuses on the case of Dalton, Madison, Alias, and Wyatt.

Case Study Level a, Case 1 – Dalton

The errors that Dalton are making include the factual error, conceptual error, and procedural error when carrying out a multiplication of decimals. The reasons for Dalton making the factual error may be attributed to the lack of information or lack of understanding of the facts of multiplication. The other thing is that he made an error in multiplying the decimals since he does not seem to know the next step in the process of solution of the problem. Although he seems to have an understanding of how to multiply the decimals he seem to be putting the decimals in the wrong spot.

The conceptual error that is evident in the case of Dalton is that there is lack of knowledge on the ideas and the principles that are supposed to be followed. There is lack of identification of the relationship on multiplication of decimals. The factual error that is common and the procedural error identified is the issue of lack of understanding of the procedure that is supposed to be followed. The child is as well executing the wrong operation although he is in a position to correctly classify subtraction. The reasons for the student making such errors include the possibility of having fallacies and lacking the understanding on when to add or subtract.

For successful determination of the reason that leads in the student making the errors there will be a need for carrying out an interview of the child. The interview could help understand the procedure that he uses in placement of decimals and then Mrs. Moreno can help in the process of identification of the procedure to be followed and the necessary placement of decimals….

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Teaching Mathematics – EDUC 530

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/01/2024

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Course Description

An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Mastery of the skills of mathematics is crucial to the education of school-age children. Because of the developmental nature of mathematics, the elementary and middle school years are most critical in the development of this proficiency with positive affective elements. Professional educators who serve at this level must be proficient in the necessary skills, implement appropriate instructional processes, and present a positive attitude toward the field of mathematics.

Course Assignment

Textbook readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions (5)

Discussions are collaborative learning experiences. Therefore, the candidate will post a response to the question in the appropriate Discussion. The thread must be 300 words. The student will then post a 150-word reply to 2 other classmates’ threads. Weekly readings must be cited in the initial post and in at least 1 reply. This Course utilizes the Post-First feature in all Discussions. (CLO: B, C, F, I)

Quiz: Math Attitudes

The candidate will take a 14-question survey that will assist the instructor in assessing the candidate’s attitude toward mathematics. There are no right or wrong answers. There is also no time limit.

Quizzes (8)

The candidate will complete one quiz each week over the chapters that are assigned per the course schedule from Guiding children’s learning of mathematics . Each quiz will contain 10 questions and will have a 60-minute time limit. Quizzes will be open-book and open-note. Each quiz may be taken up to 2 times. (CLO: A, B, C, F)

Error Analysis Case Study

The candidate will complete a case study addressing error analysis of struggling students’ misconceptions or skill deficits in math: Mathematics: Identifying and Addressing Student Errors . (CLO: H)

Meta-Analysis on Math Interventions

The candidate will complete an article review on a meta-analysis centered on evidence-based math interventions for struggling learners and students with disabilities. (CLO: C)

Lesson Plans (2)

The candidate will create 2 mathematics lesson plans for 2 instructional tools (manipulatives). One tool should be selected or created for each lesson. The candidate will choose one or more mathematics standards that are grade appropriate. The lesson plans must include individualized math accommodations to ensure a student with a specific learning disability in math has access to the general education curriculum. These assignments will be submitted via Blackboard and LiveText . (CLO: A, B, C, D, E, F, H)

edTPA ELE Task 4

See LiveText for instructions and submit final products in Canvas and LiveText. (CLO: C, D, E, F, H).

Online Field Trip

With a focus on assistive and instructional technologies to promote learning and independence in math, the candidate will explore various websites and note important facts gleaned from each “online field trip.” He or she will write a 2–3-sentence summary of each available technology, explaining how the technology supports learning and independence in students. The candidate will also choose his or her favorite 5 websites and the associated learning supports and write at least 1 page on how he or she plans to use them in his or her future career. (CLO: B, C, E, F, G).

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EDUC 530 ERROR ANALYSIS CASE STUDY

• Post published: January 31, 2020
• Post category: Post
• Post comments: 0 Comments

You will write an APA-formatted report responding to each of the case study prompts listed below. Your paper must be at least 1,200 words, and it must include proper headings and subheadings that are aligned with the grading rubric domains.

Download the Iris Center Case Study Unit: Identifying and Addressing Student Errors from inside the Week 5 Reading & Study folder. Read through the Case Study Unit, including all scenarios and the STAR ( STrategies And Resources ) Sheet.

Case Study Level A, Case 1 – Dalton (p. 3)

Student: Dalton

• Read Dalton’s scenario.
• What type(s) of errors is evident
• How might you determine the reason students make this kind of error and what are some other examples of these types of errors?
• What strategies might you employ while addressing these error patterns?
• Write a detailed summary of each strategy, including its purpose.
• Describe why each strategy might be used to help Dalton improve.

Case Study Level A, Case 2 – Madison (p. 5)

Student: Madison

• Read Madison’s scenario.
• Describe why each strategy might be used to help Madison improve.

Case Study Level B, Case 2 – Elias (p. 9)

Student: Elias

• Read Elias’ scenario.
• Describe why each strategy might be used to help Elias improve.

Case Study Level C, Case 1 – Wyatt (p. 11)

Student: Wyatt

• Read Wyatt’s scenario.
• Describe why each strategy might be used to help Wyatt improve.

In addition, your assignment must include the following:

• The case study must include a title and reference page formatted to current APA standards. There is no minimum number of references required.
• Each case study must be properly identified with corresponding headings.
• The case study must include professional, positive language.

The Error Analysis Case Study must be submitted by 11:59 p.m. (ET) on Sunday of Module/Week 5.

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EDUC 530 Error Analysis Case Study Assignment

EDUC 530 Error Analysis Case Study Assignment EDUC 530 EDUC 530 Error Analysis Case Study Assignment Instructions You will write a current APA-formatted report responding to each of the case study prompts listed below. Your paper must be at least 1,200 words, and it must include proper headings and subheadings that are aligned with the grading rubric domains. Access the Iris Center Case Study Unit: Identifying and Addressing Student Errors from the Module 5 Learn material. Read through the Case Study Unit, including all scenarios and the STAR (Strategies and Resources) Sheet. Case Study Level A, Case 1 – Dalton (p. 3) Student: Dalton · Read Dalton’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Dalton improve. Case Study Level A, Case 2 – Madison (p. 5) Student: Madison · Read Madison’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Madison improve. Case Study Level B, Case 2 – Elias (p. 9) Student: Elias · Read Elias’ scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Elias improve. Case Study Level C, Case 1 – Wyatt (p. 11) Student: Wyatt · Read Wyatt’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why each strategy might be used to help Wyatt improve. In addition, your assignment must include the following: · The case study must include a title and reference page formatted to current APA standards. There is no minimum number of references required. · Each case study must be properly identified with corresponding headings. · The case study must include professional, positive language. Page 1 of 2 Curran, C.,

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question archive EDUC 530 EDUC 530 Error Analysis Case Study Assignment Instructions You will write a current APA-formatted report responding to each of the case study prompts listed below

EDUC 530 EDUC 530 Error Analysis Case Study Assignment Instructions You will write a current APA-formatted report responding to each of the case study prompts listed below

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EDUC 530 EDUC 530 Error Analysis Case Study Assignment Instructions You will write a current APA-formatted report responding to each of the case study prompts listed below. Your paper must be at least 1,200 words, and it must include proper headings and subheadings that are aligned with the grading rubric domains.   Access the Iris Center Case Study Unit: Identifying and Addressing Student Errors from the Module 5 Learn material. Read through the Case Study Unit, including all scenarios and the STAR ( Strategies and Resources ) Sheet. Case Study Level A, Case 1 - Dalton (p. 3) Student: Dalton · Read Dalton’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why  each  strategy might be used to help Dalton improve.     Case Study Level A, Case 2 - Madison (p. 5) Student: Madison · Read Madison’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why  each  strategy might be used to help Madison improve.     Case Study Level B, Case 2 – Elias (p. 9) Student: Elias · Read Elias’ scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why  each  strategy might be used to help Elias improve.   Case Study Level C, Case 1 - Wyatt (p. 11) Student: Wyatt · Read Wyatt’s scenario. · Read the possible strategies and resources (STAR Sheets pp. 13-29) listed for Identifying and Addressing Student Errors. · What type(s) of errors is evident · How might you determine the reason students make this kind of error and what are some other examples of these types of errors? · What strategies might you employ while addressing these error patterns? · Write a detailed summary of each strategy, including its purpose. · Describe why  each  strategy might be used to help Wyatt improve.   In addition, your assignment must include the following:   · The case study must include a title and reference page formatted to current APA standards. There is no minimum number of references required. · Each case study must be properly identified with corresponding headings. · The case study must include professional, positive language. Page 1 of 2 Curran, C., & the IRIS Center. (2003).  Mathematics: Identifying and addressing student errors.  Retrieved from https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_matherr.pdf

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