University of Oulu

Rong, L., & Mononen, R. (2022). Error analysis of students with mathematics learning difficulties in Tibet. Asian Journal for Mathematics Education, 1(1), 52-65.

Error analysis of students with mathematics learning difficulties in Tibet

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Author: Rong, Lei1; Mononen, Riikka2,3
Organizations: 1Affiliated Secondary School, Xizang Minzu University, Xianyang, PR China
2Teachers, Teaching and Educational Communities, University of Oulu, Oulu, Finland
3Department of Special Needs Education, University of Oslo, Oslo, Norway
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.7 MB)
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Language: English
Published: SAGE Publications, 2022
Publish Date: 2023-10-17


A notably high percentage (33%) of students with mathematics learning difficulties (MLD) has been reported in Tibet, which can partly be explained by the current state of mathematics teaching. Less known is what kind of errors these students are making in different types of mathematical tasks. This study investigated the types and frequency of errors made in mathematics tasks by Tibetan seventh-grade students (n = 30) with MLD, as well as whether gender and school type had any effects on these errors. The novel Mathematics Error Pattern Identification Test (MEPIT) was used to identify the following eight different error types: visual-spatial, comprehension, transformation, relevance, fact, procedural, measurement, and presentation. Students identified as having MLD completed the MEPIT in two sessions due to its length (64 items). Regression analysis and t-tests were used. The most frequent error types were fact and comprehension errors. Compared to the boys in the study, the girls seemed to be more vulnerable to fact and relevance errors. The students in the rural school made more comprehension errors compared to the students in the urban school. Our exploratory study calls for further research on assessing errors that students with MLD make in mathematical tasks. MEPIT was shown to be a promising assessment tool for Tibetan teachers to identify errors that students with MLD may make in mathematics tasks.

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Series: Asian journal for mathematics education
ISSN: 2752-7263
ISSN-E: 2752-7271
ISSN-L: 2752-7263
Volume: 1
Issue: 1
Pages: 52 - 65
DOI: 10.1177/27527263221089357
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
111 Mathematics
Copyright information: © The Author(s) 2022. Article reuse guidelines: