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Author(s): M. A. Clements
Source: Journal for Research in Mathematics Education, Vol. 13, No. 2 (Mar., 1982), pp.
136-144
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/748360
Accessed: 27-02-2018 23:54 UTC
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Journal for Research in Mathematics Education
1982, Vol. 13, No. 2, 136-144
M. A. CLEMENTS
Monash University
Method
Students
This paper was written while the author was on study leave at the Mathematics
Education Centre, Papua New Guinea University of Technology (Lae), between
February and July 1980.
136
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Most of the children's parents were expatriates, from Australia, New
Zealand, or England, and income earners in the families typically held
responsible business or professional positions. All teachers at the school
were expatriates.
Instruments
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Question 6: What is 3 more than 6?
Question 10: Anne has 3 less shells than Gertrude. If Anne has 5 shells,
how many shells does Gertrude have?
The difficulty level of the test is such that children in grades 2, 4, and 6 in
the two international primary schools in Lae averaged 9, 13, and 15
questions correct, respectively, out of 17.
Two other variables, which did not require additional testing, were
defined. A student's misplaced confidence was measured from the
responses to the mathematical confidence test: A score of 2 was allocated
whenever a student obtained an incorrect answer to a question but
indicated the certainty of being right; a score of 1, if an incorrect answer
was given and the student thought (but was not certain) the answer was
correct; and 0 in all other cases. Scores obtained for the 20 items on the
mathematical confidence test were summed in order to find misplaced
confidence scores. The other variable was the total time, to the nearest
minute, a student took to complete the MAMP test (first administration
only), the arithmetic test, and the mathematical language test.
Procedure
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2. If, during the Newman interview, a student once again obtained an
incorrect answer to a question, then the original error was not classified
as careless.
Results
Table 1
Summary Information and Data
Possible Actual
Test or range range Mean Standard
variable of scores of scores score deviation
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test were careless. In fact, 122 (64%) of the careless errors occurred the
first time, and 68 (36%) occurred the second time.
Table 2 shows Pearson product-moment correlation coefficients be-
tween the number of careless and double errors and scores for arithmetic,
mathematical language, mathematical confidence, misplaced confidence,
and total time. It also shows the correlations between the proportions of
errors that were careless and the scores for arithmetic, mathematical
language, mathematical confidence, misplaced confidence, and total time.
Table 2
Correlations of Five Variables with Number and
Proportion of Careless Errors, and with
Number of Double Errors (n = 50)
Correlation with ...
Number of Number of Proportion
careless double of careless
Variable errors errors errors
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time and misplaced confidence. This suggests that students who had a
sound grasp of arithmetic and mathematical language, who worked
relatively quickly on mathematical problems, or who believed they knew
how to obtain correct answers, tended to make a higher proportion of
careless errors than slower, less confident, and mathematically weaker
students.
MFF Results
Table 3
Mean Number of Careless and Double Errors, and Mean Proportion
of Careless Errors, Made by Impulsive and Reflective Subjects
Subject Mean number of Mean number of Mean proportion
type careless errors double errors of careless errors
Impulsive 4.53 15.88 0.21
(n = 17) (SD = 2.35) (SD = 11.99) (SD = 0.20)
Reflective 3.08 9.00 0.23
(n = 12) (SD = 2.44) (SD = 6.69) (SD = 0.23)
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of their MFF responses were certainly not impulsive when doing mathe-
matical tests; similarly, many MFF reflective students were not reflective
on mathematical tests.
Discussion
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and confident children, who know that they know, tend to make a greater
proportion of careless errors than other children.
Indications from the present study are that the cognitive style variable
MFF will not be of much use in further investigations into mathematical
carelessness. Indeed, the data suggest that many MFF reflective children
are not reflective when attempting mathematical tasks. Similarly, many
MFF impulsive children are not impulsive when placed in a mathematical
context.
This study, and Casey's study, would seem to have opened a Pand
box. Much more needs to be known about the nature, extent, and
of careless errors before we can begin to take effective steps to era
them.
REFERENCE NOTES
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