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ERIC Number: EJ1091433
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1479-4802
Handling Errors as They Arise in Whole-Class Interactions
Ingram, Jenni; Pitt, Andrea; Baldry, Fay
Research in Mathematics Education, v17 n3 p183-197 2015
There has been a long history of research into errors and their role in the teaching and learning of mathematics. This research has led to a change to pedagogical recommendations from avoiding errors to explicitly using them in lessons. In this study, 22 mathematics lessons were video-recorded and transcribed. A conversation analytic (CA) approach was then taken to examine how mathematical errors are treated by teachers and students when they arise in interaction. Despite pedagogical recommendations, in these interactions, errors continue to be predominantly treated as something to avoid. There is a tension between the affective aspects of managing errors in interactions and the cognitive aspects. Close examination of classroom interactions enable us to see how these tensions are managed both by teachers and students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A