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CHOOSE PROBLEM #4
Analyzing erroneous student work can improve your own understanding and ability to explain the steps for solving an equation.
For this group discussion, you will review the provided faulty solutions and hypothetical student work within your group. The seven questions address the learning objectives from Modules 1 and 2. Each group member should analyze a different question, so be sure to communicate in your group who is taking which question.
The document is hand-written, similar to the Show Work documents you are required to submit in Modules 5 and 9. If a screen-reader-accessible document is required, please refer to the following Module 2 Student Show Work Typed document.
Module 2 Student Show Work (PDF)Download Module 2 Student Show Work (PDF)
Module 2 Student Show Work Typed (DOCX)Download Module 2 Student Show Work Typed (DOCX)
Analyze the work to determine:
What error(s) did the student include?
Why the student may have made each error.
Rework the problem so that it is correct

 

 

For this group discussion, you’ll need to analyze the hypothetical student work and identify errors in their solution. Here’s how you can tackle this problem step by step:

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Step-by-Step Guide for Analyzing Faulty Student Work:

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1. Choose Your Question:
Since you’ve chosen Problem #4, make sure you have access to the student’s hand-written solution or the typed document, depending on what was provided for review.

2. Review the Student’s Work Carefully:

• Objective: Read through the solution thoroughly. Focus on the student’s steps and check for mathematical errors, misinterpretations of instructions, or skipped steps.
• Tip: Look for common student mistakes, such as errors in signs, distribution, applying the wrong formula, or misunderstanding the question.

3. Identify Errors:

• Objective: Determine where the student went wrong in their solution.
• Questions to ask:
  • Are there arithmetic errors (addition, subtraction, multiplication, division)?
  • Did the student make a conceptual error (such as misunderstanding a rule or formula)?
  • Did the student skip a step or leave something unexplained?
• Tip: Compare the student’s steps to the correct steps you would take to solve the problem.

4. Determine Why the Error Occurred:

• Objective: Consider why the student might have made this error.
• Questions to ask:
  • Is the error due to a misunderstanding of a specific concept (e.g., distributive property, solving for a variable)?
  • Could the error be caused by rushing or not reviewing the work?
  • Was the student distracted or confused by certain parts of the problem, such as confusing signs or fractions?

5. Rework the Problem Correctly:

• Objective: After identifying the error and its cause, correct the student’s work.
• Steps to include:
  • Show the correct approach, ensuring each step is clear and logical.
  • Address the specific error you identified and demonstrate the correct method.
  • Be sure to explain your reasoning thoroughly, just as you would if you were teaching the student.

6. Provide a Detailed Explanation:

• Objective: Write a brief explanation (or verbalize it during the group discussion) on how you identified the error and why the correction works.
• Questions to address in your explanation:
  • What was the mistake in the student’s reasoning?
  • How did you fix the mistake and what alternative steps did you use?
  • How can you ensure that the student understands the correct approach moving forward?

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Conclusion:

After analyzing the student’s work for errors, you will need to explain the reasoning behind your corrections and help the student understand how to solve the problem properly. When discussing this with your group, ensure that everyone takes responsibility for analyzing different questions to cover all aspects of the assignment.

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