DIAGNOSING WRONG ANSWERS OF CHILDREN WITH LEARNING-DISORDERS SOLVING ARITHMETIC WORD-PROBLEMS

In general, the difficulties experienced by children solving arithmetic word problems do not so much originate from executing as from selecting the proper operation. However, children who lack the knowledge needed to solve simple two-digit addition and subtraction problems may correctly solve these problems by chance. The answers produced may thus often not reflect the kind of error committed and thus the knowledge deficits of the child. This study represents a first step in determining the knowledge deficits and specific errors of children with learning disorders by a product-oriented approach. The knowledge emanating from these error analyses could be used in designing intelligent tutorial systems (ITSs), in which the remediation path taken fits in with the specific error and knowledge deficit of a particular child.