Making the Most of Errors in First-Grade Mathematics Classrooms

mathematics;discourse;elementary

Carlson, Crystal ; Perry ; Michelle

关键词: mathematics;    discourse;    elementary;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/24406/Carlson_Crystal.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This research examines teacher-student discourse surrounding errors in 10 first-grademathematics lessons. The qualitative analysis begins with a teacher’s initial response to an error and continues until the error is resolved. The goal of this exploration is to gain a deeper understanding of how teacher and student contributions shape the discourse following an error until its resolution. The study identifies three common teaching strategies that may present challenges for the exploration of errors. If teachers can be shown the value as well as the possible obstacles involved in discourse surrounding errors, they may be encouraged to welcomestudent errors into mathematical discourse.