| Abstract: | Third and 5th graders' detection of errors in "compare" problems of 2 difficulty levels was explored. Students searched for calculation errors, operation errors, and unanswerable problems. They received either specific instructions giving examples of each error type or general instructions asking them to check answers and problem texts. Math achievement differences were also explored. Problem difficulty, error type, grade, and instructions influenced error detection, but not uniformly. Specific instructions benefited only 3rd graders' detection of operation errors. Overall, 5th graders outperformed 3rd graders, and children found more operation and calculation errors than unanswerable problems. Achievement was positively related to detecting operation errors and unanswerable problems and negatively related to using inappropriate strategies. Instructional implications of the results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
