dc.contributor.author | Kaufmann, Odd Tore | |
dc.contributor.author | Larsson, Maria | |
dc.contributor.author | Ryve, Andreas | |
dc.date.accessioned | 2022-11-17T13:13:48Z | |
dc.date.available | 2022-11-17T13:13:48Z | |
dc.date.created | 2022-06-21T09:23:05Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | International Journal of Science and Mathematics Education. 2022. | en_US |
dc.identifier.issn | 1571-0068 | |
dc.identifier.uri | https://hdl.handle.net/11250/3032469 | |
dc.description.abstract | Multiple studies have been conducted regarding teachers’ error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present research is to continue to investigate teachers’ error-handling practices as they occur in different phases of maths lessons: introduction of the task, when students are working alone, and when students are working in pairs and finally, as part of the whole-class discussion. The study included 51 lessons from twelve teachers. A cross-case analysis was made across the individual teacher cases to look for similarities and differences between different teachers’ error-handling practices across the lesson phases in order to create teaching profiles with similar handling of student errors across the lesson phases. Five error-handling teaching profiles were identified; correcting errors throughout all phases, correcting errors during students’ work while few errors are brought up in whole class, correcting errors during students’ work while using a variety of practices in whole class, ignoring errors while using some of them in whole class, and discussing and explaining errors. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Springer | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | conceptual errors | en_US |
dc.subject | error-handling profles | en_US |
dc.subject | lesson phases | en_US |
dc.subject | teachers’ error-handling practices | en_US |
dc.title | Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © The Author(s) 2022 | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 | en_US |
dc.source.journal | International Journal of Science and Mathematics Education | en_US |
dc.identifier.doi | 10.1007/s10763-022-10294-2 | |
dc.identifier.cristin | 2033726 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |