Abstract We examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students’ performance on number knowledge and multiplication and division computation problems. Error analysis of students’ responses indicated that miscalculation and no attempt to solve the problem were the two most frequent error types. We found that older students made more errors compared to younger students. We argue that knowledge of individual student error types is critical to making sound instructional decisions. Based on the results of the present study, we discuss implications for future research and classroom practice.

中文翻译：

---

寻找模式：将错误分析作为诊断评估，以做出指导性决策以促进学业成功

摘要我们研究了北葡萄牙4所小学的326名上升的五年级学生的乘法和除法计算问题的错误类型。我们进一步研究了不同年龄段的错误数量是否存在差异，以及学生在数字知识上的表现与乘法和除法计算问题之间是否存在关联。对学生回答的错误分析表明，错误计算和未解决问题的尝试是两种最常见的错误类型。我们发现，年龄较大的学生比年龄较小的学生犯了更多的错误。我们认为，对个别学生错误类型的了解对于制定合理的教学决策至关重要。基于本研究的结果，我们讨论了对未来研究和课堂实践的启示。