Abstract
Methods developed by Newman and Casey for analyzing errors made by children attempting verbal arithmetic problems are described, with particular emphasis being given to Newman's hierarchy of error causes. Data obtained by Newman, Casey, and Clements are presented. These show that a large proportion of errors made by children in grades 5–7 in Victoria on verbal arithmetic problems are in the Newman categories ‘Comprehension’, ‘Transformation’, ‘Process Skills’, and ‘Carelessness’.
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(Ken) Clements, M.A. Analyzing children's errors on written mathematical tasks. Educational Studies in Mathematics 11, 1–21 (1980). https://doi.org/10.1007/BF00369157
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DOI: https://doi.org/10.1007/BF00369157