Using a Computer-Based Error Analysis Approach to Improve Basic Subtraction Skills in the Third Grade

Two classes of third-grade students in distant but similar schools were selected for the study. In the experimental school a computer-based mathematical diagnosis program was administered to analyze subtraction errors of third-grade students. Information regarding the nature of errors and possible causes were a part of the computer program. The teacher in the experimental school also conducted error correction periods. The third-grade class in the control school had its mathematics instruction taught by the traditional text and workbook approach. The control class did not have access to the computer program nor did the teacher conduct error correction periods.Results of pre- and posttest subtraction scores of the two third-grade classes in the schools were statistically analyzed. The results indicated a significant (above the .05 level) difference favoring the class to which the computer-based mathematical diagnosis program and the error correction period was administered. Implications are discussed.