The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.

中文翻译：

---

从学生的错误中进行挖掘教学：对数学问题的解决进行错误分析

识别出情绪和行为障碍（EBD）的学生的数学成绩很差。确认患有EBD的学生需要针对其独特的学术和行为需求的个性化指导。教师能够有效地识别核心数学缺陷并提供个性化教学的一种方法是有效使用错误分析。在本文中，我们描述了如何使用错误分析来为EBD学生提供个性化的数学指导，并提供了一个案例案例作为示例。