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ERIC Number: ED011324
Record Type: RIE
Publication Date: 1966-Dec
Pages: 61
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
EDUCATIONAL PRACTICE AND THE ANALYSIS OF ERRORS.
CLINCHY, BLYTHE; ROSENTHAL, KRISTINE
KINDS OF ERRORS, AND THEIR VALUE TO HELP TEACHERS KNOW AS MUCH AS POSSIBLE ABOUT HOW THEIR STUDENTS' MINDS WORK, ARE DISCUSSED. THE TERM "ERROR" IS USED TO REFER TO MISTAKES IN THE PROCESS OF REASONING RATHER THAN TO INCORRECT OUTCOMES OF REASONING. THE AUTHORS STATE, "CORRECT OUTCOMES MAY OR MAY NOT FOLLOW UPON ERRORS (OR MISTAKEN PROCESSES), BUT INCORRECT OUTCOMES ALWAYS INDICATE THE PRESENCE OF SOME SORT OF ERROR." THEY ALSO STATE, "THE INCORRECT OUTCOME IS USEFUL BECAUSE IT ALERTS THE TEACHER TO SEARCH FOR ITS SOURCE--THE ERROR OR ERRORS PRECEDING IT." A VARIETY OF ERRORS THAT FREQUENTLY OCCUR IN THE THINKING OF MANY DIFFERENT CHILDREN ON MANY TYPES OF PROBLEMS IS DISCUSSED. THE ERRORS ARE CLASSIFIED ACCORDING TO THE MENTAL OPERATIONS THE CHILD PERFORMS RATHER THAN IN RELATION TO THE KIND OF MATERIAL UPON WHICH HE OPERATES. THE AUTHORS CONCLUDE THAT CORRECT IDENTIFICATION OF ERRORS CAN GUIDE THE TEACHER IN SELECTING AN EFFECTIVE INSTRUCTIONAL STRATEGY FOR THE CHILD. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Center for Research and Development in Educational Differences.
Identifiers: CAMBRIDGE