Teachers' Error-Handling Practices within and across Lesson Phases in the Mathematics Classroom

Autor/inn/en	Kaufmann, Odd Tore; Larsson, Maria; Ryve, Andreas
Titel	Teachers' Error-Handling Practices within and across Lesson Phases in the Mathematics Classroom
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 4, S.1289-1314 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaufmann, Odd Tore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10294-2
Schlagwörter	Mathematics Education; Mathematics Teachers; Error Correction; Teaching Methods; Discussion (Teaching Technique); Cooperative Learning; Independent Study + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Selbststudium
Abstract	Multiple studies have been conducted regarding teachers' error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present research is to continue to investigate teachers' error-handling practices as they occur in different phases of maths lessons: introduction of the task, when students are working alone, and when students are working in pairs and finally, as part of the whole-class discussion. The study included 51 lessons from twelve teachers. A cross-case analysis was made across the individual teacher cases to look for similarities and differences between different teachers' error-handling practices across the lesson phases in order to create teaching profiles with similar handling of student errors across the lesson phases. Five error-handling teaching profiles were identified; correcting errors throughout all phases, correcting errors during students' work while few errors are brought up in whole class, correcting errors during students' work while using a variety of practices in whole class, ignoring errors while using some of them in whole class, and discussing and explaining errors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01