Mistake-Handling Activities in the Mathematics ClassroomReport as inadecuate




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International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v3 p105-112

The handling of mistakes in the mathematics classroom is an area in which only little research is done so far. In mathematics education there are, in fact, several investigations about students' mistakes from a diagnostic perspective, but hardly any studies on the question how teachers react in concrete mathematics lessons. In this article theoretical aspects and results of different video studies are summarized. Moreover, a student survey based on a questionnaire is presented in detail. The findings indicate that particularly low achieving students are not aware of the learning opportunities within mistake situations. (Contains 1 note, 5 tables, and 2 figures.) [For complete proceedings, see ED496848.]

Descriptors: Mathematics Education, Student Surveys, Educational Research, Mathematics Instruction, Error Correction, Videotape Recordings, Questionnaires, Low Achievement, Learning Processes, Foreign Countries, Grade 8, Grade 9

International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info[at]igpme.org; Web site: http://igpme.org





Author: Heinze, Aiso

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4126&id=ED496897







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