Understanding Mathematical Problem-Solving Errors of Students with Disabilities: Complementary Insights from Written Test and Dynamic Assessment

This study explored and compared the mathematical problem-solving (MPS) errors identified through two different assessment types. Participants were 13 students with disabilities from a middle school resource room. Participants completed the MPS written test (WT) and dynamic assessment (DA) before and after receiving the Enhanced Anchored Instruction (EAI). A series of error analysis indicates that many MPS errors identified on the pretest were no longer observed on the posttest across the assessment types. Results also revealed that although WT and DA used the same test items and identified several similar error types, each assessment revealed distinct aspects of students’ MPS process and difficulties.