Abstract
Diagnostic interviews were conducted with children in their third year at a Melbourne primary school to determine why they had made errors on sixteen arithmetical tasks. The Newman method of analyzing errors was modified in order that the children's errors could be sensibly classified in terms of the sequence of steps they used when attempting to solve the problems. The diagnostic interviews clearly showed where children were making their errors, and this enabled their teacher to devise more appropriate teaching procedures.
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Watson, I. Investigating errors of beginning mathematicians. Educ Stud Math 11, 319–329 (1980). https://doi.org/10.1007/BF00697743
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DOI: https://doi.org/10.1007/BF00697743