rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: use of error pattern analysis in the diagnosis and remediation of whole number computational difficulties
  name:
    name part: Mattair, Judy Elizabeth Moore.
    role:
      role term: creator
  name:
    name part: Denton, Jon
    role:
      role term: degree committee member.
  name:
    name part: Dockwiler, Clarence J.
    role:
      role term: degree supervisor.
  name:
    name part: McNamara, James F.
    role:
      role term: degree committee member.
  name:
    name part: Shutes, Robert
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses.
  origin info:
    place:
      place term: xx
    date issued: 1981
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xii, 108 leaves : illustrations ; 29 cm
  abstract: This investigation was a field-based study of the use of error pattern analysis to diagnose and remediate whole number difficulties. The subjects for this study were 101 third, fourth, fifth, and sixth grade teachers from the Bryan Independent School District, Bryan, Texas. The subjects were assigned by the district to one of two treatment groups. Group one received inservice instruction in using error pattern analysis and nine weeks later group two received the same inservice instruction. The 2 1/2 hour inservice treatment focused on developing in teachers the ability to replicate an error pattern, determine the type of error, and select plausible remediation approaches. The instrument used to collect the dependent variable data was an investigator-constructed, criterion-referenced instrument designed to measure teachers' ability to diagnose and remediate computational errors. Validation information was provided by three experts in mathematics education. Chi-square was used to determine if untrained teachers could use error pattern analysis. One-way analysis of variance was used to determine if the inservice was effective in training teachers to diagnose and remediate using error pattern analysis. A series of t-tests was used to evaluate the effect of the inservice over time. Regression analysis was used to determine whether or not the background characteristics of level taught, years of experience, undergraduate specialization, number of degrees, hours of specialized diagnosis/remediation inservice, and courses in mathematical diagnosis and remediation had significant influence on teachers' ability to diagnose and remediate error patterns. The analysis of the data indicates that untrained teachers could not determine the type of error made or select plausible remediation approaches. The analysis of the data relative to the inservice further indicates that the inservice was significantly effective in providing immediate improvement in teacher scores. However, this …
  note: "Major subject: Curriculum and Instruction."
  note: Typescript (photocopy).
  note: Vita.
  note: Ph. D. in Philosophy Texas A & M University 1981
  note: Includes bibliographical references (leaves 72-77).
  subject:
    topic: Mathematics teachers
    topic: Training of
  subject:
    topic: Cirriculum and Instruction
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-102464
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-102464
  record info:
    record content source: TXA
    record creation date: 821113
    record change date: 20220103135109.0
    record identifier: in00000097184
    language of cataloging:
      language term: eng