{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/44059"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/44059","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Error patterns: what do they tell us?","abstract":"An analysis of computer diagnostic systems shows that most systems use answer data (product) for their analyses. This process of determining an error pattern, in addition, does little in the way of telling a teacher what should be done to help the child. This two-fold problem, extant in all computerized arithmetic diagnostic systems to date, prompted this study which sought other data sources in order to bring about more accurate computer analyses. A cognitive orientation suggested that the use of clinical diagnostic techniques should be explored as an alternative to error analysis. Essentially, these two approaches were compared. That is, to what extent does error pattern diagnosis (an essentially product oriented approach) and clinical mathematical diagnosis (a process oriented approach) interrelate? Participants for this study were five, eight year olds from southwest Virginia. These children completed a test that was developed by Van Lehn (1982). This test was analyzed for error patterns and the children were selected on the basis of their error patterns. These children were then tested in a clinical setting using a measure developed for this study in cooperation with a clinical mathematics diagnostician. The analysis was done on the results of these two measures and the protocols collected during the clinical interviews. The results indicated that there was no clear connection between the two types of diagnosis, but the analysis did yield a broader description of each individual participant. That is, error analysis or clinical mathematics alone does not completely describe an individual's knowledge of mathematics.","abstract_html":"An analysis of computer diagnostic systems shows that most systems use answer data (product) for their analyses. This process of determining an error pattern, in addition, does little in the way of telling a teacher what should be done to help the child. This two-fold problem, extant in all computerized arithmetic diagnostic systems to date, prompted this study which sought other data sources in order to bring about more accurate computer analyses. A cognitive orientation suggested that the use of clinical diagnostic techniques should be explored as an alternative to error analysis. Essentially, these two approaches were compared. That is, to what extent does error pattern diagnosis (an essentially product oriented approach) and clinical mathematical diagnosis (a process oriented approach) interrelate? Participants for this study were five, eight year olds from southwest Virginia. These children completed a test that was developed by Van Lehn (1982). This test was analyzed for error patterns and the children were selected on the basis of their error patterns. These children were then tested in a clinical setting using a measure developed for this study in cooperation with a clinical mathematics diagnostician. The analysis was done on the results of these two measures and the protocols collected during the clinical interviews. The results indicated that there was no clear connection between the two types of diagnosis, but the analysis did yield a broader description of each individual participant. That is, error analysis or clinical mathematics alone does not completely describe an individual's knowledge of mathematics.","abstract_has_math":false,"creators":["Orey, Michael Andrew"],"institution":"Virginia Tech","degree_name":"Master of Arts","degree_level":"masters","degree_discipline":"Curriculum and Instruction","degree_department":"Curriculum and Instruction","school":null,"contributors":[],"advisors":[],"committee_chairs":["Burton, John K."],"committee_members":["Underhill, Robert G.","Brown, Catherine A.","Miller, David P."],"year":1987,"date_issued":"1987-10-15","date_published":"1987-10-15","updated_at":"2026-07-22T22:18:49Z","subjects":[],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-08012012-040207"],"render_values":[{"text":"etd-08012012-040207","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/44059","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Burton, John K."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Underhill, Robert G.","Brown, Catherine A.","Miller, David P."]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum and Instruction"]},{"key":"dc:creator","label":"Author","values":["Orey, Michael Andrew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T21:41:54Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T21:41:54Z","2012-08-01"]},{"key":"dc:date.issued","label":"Date","values":["1987-10-15"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-08012012-040207"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/44059"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["An analysis of computer diagnostic systems shows that most systems use answer data (product) for their analyses. 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These children were then tested in a clinical setting using a measure developed for this study in cooperation with a clinical mathematics diagnostician. The analysis was done on the results of these two measures and the protocols collected during the clinical interviews. The results indicated that there was no clear connection between the two types of diagnosis, but the analysis did yield a broader description of each individual participant. 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