In-Depth Analysis of Students Progress

TEKS Mathematics Standard

(4) Number and operations. The student applies mathematical process standards to develop and use
strategies and methods for whole number computations in order to solve problems with efficiency and
accuracy. The student is expected to: (A) solve with fluency one-step and two-step problems involving
addition and subtraction within 1,000 using strategies based on place value, properties of operations, and
the relationship between addition and subtraction.

Upon review of Student 1s work, it was found that the student is using the key word
strategy rather than actually reading the problem and figuring how what the problem is truly
asking for. The student doesnt lack in computational skills in addition or subtraction of multidigit numbers; as all of the addition and subtraction performed by the student is mathematically
correct. The student is able to draw pictographic representations accurately of what they think the
problem is asking for. It is obvious upon further searching that whenever the student sees certain
key words that would be associated with a particular method of solving. For example, the first
problem states how much more at the ending of the word problem. The student assumed that
this meant to use addition to figure out the solution to this problem rather than use subtraction.
The second problem states how many total in the ending sentence. When using the key word
strategy, the student would associate that statement to addition when in order to correctly solve
this problem the student needs to subtract. In the final problem, it states how much money does
he have left in the ending of the sentence. Using the key word strategy the student believes
that they are needing to subtract when in reality they are needing to add the two values in the
problem together. The key word strategy is one that students shouldnt be taught whenever it
comes to mathematics because time and time again students will just look for those hinter
words at the ending of the problem and automatically assume that a specific operation is the
way to solve. In order to help the student with this learning difficulty the teacher should start by
trying to break the habit of using key words to determine the correct operation to use to solve the
problem by introducing the student to other problem solving strategies. Strategies such as the
search, translate, answer, review (STAR) method would be a good starting ground for the
student. Through the use of this strategy the student is required to read aloud and fully
understand what the problem is asking for before even writing any numbers or organizers on
their paper. The student needs that extra boost of help in identifying what operation to perform
after reading and filling out the schema organizers. The STAR strategy would also be a good
method to use for the student because there is no visible recheck of their work to make sure their
computations were correctly performed. By going back and rechecking their work, the student
can verify that their mathematical computations were accurate. After the student has a firm
understanding of the STAR strategy, the teacher can then return to the original problems that
showed difficulty to be reworked. Before this teaching happens, the teacher needs to make sure
that the student has a firm background in addition and subtraction of multi-digit numbers. The
problems presented require work in both the ones and tens place values. Without this knowledge
of being able to carry over and borrow from various place values, the student will fall short in

their computational skills to solve the word problems. The student should also have a
knowledgeable background in setting up and using graphic organizers efficiently. Use of part part
whole, change, and compare schemas are used in the various problems so it is vital that the
students understand how and when to use these graphic organizers. Academic vocabulary that
could be associated with this lesson would be tier two words such as graphic organizers, strategy,
word problems, key word, compare, change, operation, and read aloud. Vocabulary that also
could be associated with this lesson would be tier three words such as addition, subtraction, part
part whole, and multi-digit numbers. A new teaching objective that would be placed with this
student would be one along the lines of, Though the use of graphic organizers and mathematical
strategies, the student will be able to add and subtract multi-digit quantities together with 100%
accuracy. Overall, the student has a good foundation in mathematics but has room for growth
that is very much attainable through meaningful instruction and goal setting.

Upon review of Student 2s work, it was found that the student has computational trouble
when adding or subtracting in the ones place value column. The student has trouble when
carrying over into the tens column from the ones place value during addition computations. The
student also has trouble when borrowing from the tens into the ones column. The students
trouble in this instance stem from computation understanding. The student is able to draw
accurate pictorial representations of what the word problem is asking for. The student also has a
firm understanding of what operation to compute after putting the problem in a schema
organizer. Each problem is set up correctly by putting the largest numerical value on top of the
smaller value in order to perform the correct indicated operation. The students struggle can be
seen when working in the ones place value. For example, in the first problem the student set up
the problem 40-21. When subtracting, the student calculated that in the ones place value 0-1
equaled 1 and in the tens place value 4-2 equaled 2. While the students computation in the
tens value was hypothetically correct, they failed to start from the ones column and work their
way left. If correctly solved, the student would have borrowed from the tens place and subtracted
in ones place value 10 from 1 giving them a difference of 9; as well as subtracting their new
value of 3 from 2 with a difference of 1. The students final answer would have then been the
correct value of 19 if computed correctly. These same problems arose in the other two problems
presented. In order to help this student with their learning difficulty, the teacher should address
addition and subtraction through the use of concrete manipulatives followed by representational
drawings and then later abstract ideas. By following this form of educating this student, the
student will be able to start with hand held manipulatives that can aid in the student being able to
actually see where the borrowing and carrying over from one value to the other value happens.
Using base ten blocks would be the best manipulatives for this assignment so that the student can
see when adding and subtracting within the ones place value how the tens place value is used in
partnership; the student will be able to understand how the ones value can borrow from and add
to the tens place value. After a the student has a thorough understanding of the concrete stage of
solving the problem, the student will move onto the representational phase were they draw
pictorial representations of the base ten block manipulatives; this would be a wonderful
opportunity for the teacher to relate back to the students schema organizers from their original

work and connect the two. Afterward, the teacher will turn to the final stage of abstract ideas by
putting the previous representations into physical numbers and symbols. At this stage, the teacher
should make sure to carefully model and watch the students writing to make sure that the
borrowing and carrying over is accurate; as this was the area of main difficulty originally. The
teacher might want to also implement the STAR strategy later on once the student has a firm
understanding of how to solve problems computationally correct. This will allow for the student
to check their work and ensure that the sum or difference they have come up with is in fact
accurate. The student should have a knowledgeable background in addition and subtraction
single digit values. The students will not be able to progress in addition and subtraction of double
and multi-digit values if they cannot solve single digit computations with accuracy. The students
will also need to have a strong background in place value since there will be a good amount of
work of carrying over and borrowing between place values. Tier two vocabulary such as
organizer, operation, borrow, carry over, abstract, representation, concrete, and blocks would be
use throughout this lesson. Mathematic specific vocabulary that would be included in this lesson
includes addition, subtraction, schema, base ten blocks, single digit values, multi-digit values,
ones place value, and tens place value. A new teaching objective that could be placed with this
student would be, Using manipulatives and pictorial representational, the student will be able to
abstractly add and subtract multi-digit quantities together with 100% accuracy. Overall, the
student has potential for growth and progress in their computational abilities in mathematics.

Item Analysis Reflection

How does item analysis improve your instructional decision making and efficiency as an
educator? What are the limitations to only grading student answers as correct or incorrect on
formative assessments?
Overall, I feel as though this item analysis greatly aided in my knowledge of instructional
decision making. I had to take all of the information presented to me over this first third of the
semester and apply it to this analysis. By performing item analyses, educators have to think
critically and plan for how to implement interventions to aid the struggling student. Through this
assignment, I also realized just how important showing your work is whenever it comes to
mathematics. So many times, students are conditioned to just write their answer to a problem out
of habit rather than show their step by thinking. Being able to see the students written work on
paper was very eye opening for me. One large limitation I found whenever it came to thinking
about formative assessments in mathematics is about how only the answer is graded. There is
little to no emphasis on showing work and seeing just how the student reached their ending
answers. Without that visual of their work, students could fall through the cracks or behind in
their mathematics education; the students could be just answering without truly understanding
how or why they solved for their answer. Also, just marking a students work as right or wrong
can be so hurtful for the student because in their eyes, they only see success or failure. The
student doesnt have the opportunity to still receive that positive feedback on their strengths in
assignments when they are incorrect. Overall, this item analysis project was very eye opening
and helpful on all realms.