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ERIC Number: ED496822
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
Using Cognitive and Situative Perspectives to Understand Teacher Interactions with Learner Errors
Brodie, Karin
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), v2 p177-184
Cognitive and situative theories have both proved very useful in furthering our understandings of mathematics learning. An important current area of investigation is to synthesize these perspectives in order to provide more robust theories of learning and to bring theory and practice into better relations with each other. This paper contributes to this endeavour in two ways: (1) by using both theories to understand learner errors, and (2) by focusing on teaching as well as learning. (Contains 4 footnotes.) [For complete proceedings, see ED496859.]
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:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A