Mathematical Error Patterns of Students With Mathematics Difficulty: A Systematic Review

Tzu Hsing Lin; Paul J. Riccomini; Zhigao Liang

doi:10.1177/07319487241310873

Mathematical Error Patterns of Students With Mathematics Difficulty: A Systematic Review

Tzu Hsing Lin, Paul J. Riccomini, Zhigao Liang

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Review article › peer-review

Abstract

This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the criteria used to identify mathematics difficulties and the coding processes varied; (b) the mathematics topics investigated encompassed fractions (including fraction computation and representation), problem-solving, and general computation; and (c) a variety of common error types were identified across these mathematical domains. Implications for practitioners and researchers were discussed.

Original language	English (US)
Journal	Learning Disability Quarterly
DOIs	https://doi.org/10.1177/07319487241310873
State	Accepted/In press - 2025

All Science Journal Classification (ASJC) codes

Education
General Health Professions
Behavioral Neuroscience

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10.1177/07319487241310873

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title = "Mathematical Error Patterns of Students With Mathematics Difficulty: A Systematic Review",

abstract = "This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the criteria used to identify mathematics difficulties and the coding processes varied; (b) the mathematics topics investigated encompassed fractions (including fraction computation and representation), problem-solving, and general computation; and (c) a variety of common error types were identified across these mathematical domains. Implications for practitioners and researchers were discussed.",

author = "Lin, {Tzu Hsing} and Riccomini, {Paul J.} and Zhigao Liang",

note = "Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2025.",

year = "2025",

doi = "10.1177/07319487241310873",

language = "English (US)",

journal = "Learning Disability Quarterly",

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AU - Riccomini, Paul J.

AU - Liang, Zhigao

PY - 2025

Y1 - 2025

N2 - This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the criteria used to identify mathematics difficulties and the coding processes varied; (b) the mathematics topics investigated encompassed fractions (including fraction computation and representation), problem-solving, and general computation; and (c) a variety of common error types were identified across these mathematical domains. Implications for practitioners and researchers were discussed.

AB - This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the criteria used to identify mathematics difficulties and the coding processes varied; (b) the mathematics topics investigated encompassed fractions (including fraction computation and representation), problem-solving, and general computation; and (c) a variety of common error types were identified across these mathematical domains. Implications for practitioners and researchers were discussed.

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JF - Learning Disability Quarterly

ER -

Mathematical Error Patterns of Students With Mathematics Difficulty: A Systematic Review

Abstract

All Science Journal Classification (ASJC) codes

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