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ERIC Number: EJ912648
Record Type: Journal
Publication Date: 2011-Jan
Pages: 37
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0021-8251
A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices during Class Discussion of Mathematics
Bray, Wendy S.
Journal for Research in Mathematics Education, v42 n1 p2-38 Jan 2011
This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher knowledge, some aspects of teacher response are more strongly linked to knowledge and others are influenced more by beliefs. (Contains 4 tables, 1 footnote, and 8 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A