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Abstract
The role of dynamic assessment involving two instructional strategies, a specific and a general instructional strategy, on experts' and novices' error patterns in solving part-whole addition and subtraction word problems was examined. Experts in the specific strategy group (SSG) showed a decrease in errors from the pretest to transfer posttests and maintained the low frequency of errors on the delayed posttest. In addition, the two strategies differentially influenced the kinds of errors made by experts on the posttests following dynamic assessment. However, error patterns of novices in the two groups did not show a specific trend of decrease in the number and kind of errors.