ERIC Number: ED305221
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Using Errors To Stimulate a Debate on the Nature of Mathematics: Experiences in Teacher Education Courses.
Teachers' perceptions about the nature of their discipline are important factors in their curricular decisions, behavior in the classroom, and interpretations and reactions to classroom events. It is not an easy task to access one's beliefs nor stimulate genuine dialogue about them. Errors can provide both the motivations and the means for engaging in valuable mathematical explorations and reflections about the nature of mathematics as a guide for an analysis of the subject. The first part of the paper concerns the rationale behind the use of errors. Then a report and an in-depth analysis of a specific experience conducted in a graduate mathematics course is discussed along with a brief description of additional units organized around the study of error. Sections included in the paper are: (1) "Introduction"; (2) "Rationale of the Strategy"; (3) "Using Errors as Springboards for Reflections on the Nature of Mathematics"; (4) "Analyzing Incorrect Definitions of 'Circle': An Illustration"; (5) "Other Applications of the Strategy"; and (6) "Conclusions." References are listed. (RT)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1988).