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

In general, the difficulties experienced by children solving arithmeti c word problems do not so much originate from executing as from select ing the proper operation. However, children who lack the knowledge nee ded to solve simple two-digit addition and subtraction problems may co rrectly solve these problems by chance. The answers produced may thus often not reflect the kind of error committed and thus the knowledge d eficits of the child. This study represents a first step in determinin g the knowledge deficits and specific errors of children with learning disorders by a product-oriented approach. The knowledge emanating fro m 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.