Mistake Handling Activities in Mathematics Educatıon: Practice in Class

Gedik, Solmaz Damla; Konyalıoğlu, Alper Cihan; Tuncer, Emine Betül

doi:10.15640/jehd.v6n2a9

Cited by 4 publications

(1 citation statement)

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“…Heinze and Reiss (2007) state that handling errors can help students learn, but teachers frequently overlook this learning opportunity. Studies (Wiens, 2007;Chamundeswari, 2014;Makhubele et al, 2015;Damla Gedik et al, 2017) have indicated that one way to address the problem of students' poor achievement in Mathematics is to investigate the errors that they frequently commit in Mathematics. According to Noche (2009), the information that teachers gain from exploring errors can aid them in enhancing their instruction and assessment.…”

Section: Introductionmentioning

confidence: 99%

Beliefs, Attitudes, and Practices of High School Teachers in Handling Students’ Errors: Implications for Error-Tolerant Mathematics Classrooms

Abay,

Clores

2022

Int. J. Emerg. Math. Educ.

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Proper handling of students' errors in mathematics provides teaching and learning opportunities. Anchored in the Professional Error Competence Model developed by Wuttke and Siefried, this study investigated junior high school teachers' beliefs, attitudes, and practices in handling students' errors in their Mathematics class. The study employed a descriptive-correlational design and surveyed one hundred three Mathematics teachers from public secondary schools in Camarines Sur. A researcher-made survey questionnaire was used to gather the necessary data. All statistical analyses on the data collected, such as weighted mean, Pearson's r, and Canonical Correlation Analysis were done using SPSS (version 21). The findings show that respondents frequently employed error detection, correction, and prevention strategies. It also demonstrates that both beliefs and attitudes correlated significantly with respondents' error-handling practices. The study further reveals that the respondents' attributes (age, sex, educational attainment, field of specialization, number of years in teaching mathematics, and seminars attended) contribute to their practices, beliefs, and attitudes in error handling. However, it is noted that as respondents grow older and gain more teaching experiences in Mathematics, certain error-handling practices, beliefs, and attitudes appear to diminish. It is therefore recommended that the frequency of error handling activities that facilitate learning should be increased further in a Mathematics class. School administrators should organize training programs that highlight the critical role of error handling in the learning process. They should also embark on benchmarking activities, mentoring, and coaching to expose teachers to error-handling strategies that promote an error-tolerant mathematics classroom where students have numerous opportunities to learn. Moreover, schools should provide students with opportunities to evaluate their teachers' practices in handling errors. Finally, future researchers should perform actual observations on error handling practices to learn more about them in the classroom setting. They may also look into how teachers deal with errors in online education.

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Section: Introductionmentioning

confidence: 99%

Beliefs, Attitudes, and Practices of High School Teachers in Handling Students’ Errors: Implications for Error-Tolerant Mathematics Classrooms

Abay,

Clores

2022

Int. J. Emerg. Math. Educ.

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Examining The Relationship Between Pre-School Teachers' Learning Performance From Mistakes And Their Epistemological Beliefs

ŞAHİN

Başal

2021

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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In the pre-school period, children try to learn new knowledge and skills by curiously examining the environment and events, making experiments. They often make mistakes during these trials. The purpose of this research is to examine the relationship between preschool teachers' performance in learning from mistakes and their epistemological beliefs. The research was conducted with the convergent mixed method paradigm in which qualitative and quantitative methods were used together. The research was conducted with preschool teachers working in Çanakkale city center and its districts in the 2018-2019 academic year. In the qualitative aspect of the study, the views of preschool teachers on error and epistemological belief were collected with a semi-structured interview form. In the quantitative dimension of the study, the "Epistemological Beliefs Scale" and the "Class Error Culture Scale" were applied to 113 preschool teachers selected by random sampling method. The data obtained as a result of the interview in the research were analyzed with the NVIVO program. The data obtained from the "Epistemological Beliefs Scale" and the "Class Error Culture Scale" were analyzed with the SPSS 21.0 program. It was concluded that epistemological belief and understanding of teachinglearning were significant predictors in line with the similar and differentiated outcomes of the quantitative and qualitative studies obtained as a result of the research. Considering the quantitative results of the research, it was seen that while traditional epistemological belief negatively affected the culture of class error, contemporary epistemological belief did not have any effect on the culture of class error. However, as a result of the single case study carried out in a qualitative context, it was revealed that there is a relationship between the traditional epistemological belief and the mistakes are obstacles approach, the contemporary epistemological belief and the mistakes are opportunities approach.

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The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

Khasawneh

Al‐Barakat

Almahmoud³

2023

EURASIA J Math Sci Tech Ed

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This study was designed to investigate the effect of mathematics learning environment supported by error-analysis activities on classroom interaction. To achieve this purpose, two classes of seventh grade students (aged 12-13 years) were randomly selected and were assigned into two groups; experimental (number of student=24) and control (number of students=24). The experimental group was exposed to error-analysis activities, whereas the control group studied the same mathematics content without any error-analysis activities. Moreover, two instruments were used to collect the data: an observation checklist including indicators of classroom interaction and a semi-structured interview, after ensuring their validity and reliability.<br /> 14 classes for each group were observed by two observers using an observation checklist. The findings of the study revealed that statistically significant differences were found between the rating means of classroom interaction of the two groups. Moreover, the qualitative analysis of the interviews revealed that the mathematics error-analysis activities contribute to improving the quality of teacher-student, student-student and student-content interaction. They enhance the quality of students’ responses, help students be more engaged in mathematics learning through social interaction and more active in oral communication, improve their classroom predications and discussions and support student-content interaction through sustaining error-analysis to be a learning behavior. Based on these findings, it was recommended that mathematics learning environment supported by error-analysis activities could be adopted as a teaching-learning strategy to improve classroom interaction, which enhances students’ mathematics learning in primary education.

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Mistake Handling Activities in Mathematics Educatıon: Practice in Class

Cited by 4 publications

References 6 publications

Beliefs, Attitudes, and Practices of High School Teachers in Handling Students’ Errors: Implications for Error-Tolerant Mathematics Classrooms

Beliefs, Attitudes, and Practices of High School Teachers in Handling Students’ Errors: Implications for Error-Tolerant Mathematics Classrooms

Examining The Relationship Between Pre-School Teachers' Learning Performance From Mistakes And Their Epistemological Beliefs

The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

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